ABSTRACT
COVID-19 has prompted higher education institutions at the world to relocate offline classes to online classes, and universities in Indonesia were no exception. Indonesia has already developed online classes, and there were challenges to utilizing it. This study indicates e-learning perceptions’ in knowledge mastery, social competence, and media literacy abilities, also assesses college students’ attitudes toward e-learning. The research methods used with a quantitative m odel, where the sample tested represented the student of 1137 respondents from 43 universities in Indonesia. The study’s findings show a commonly weakness of e-learning was that respondents got a lack interaction with lecturers (57,6%). A mastery of technology is moderate (77.6%), the key reason students implement e-learning is the ease with which they may obtain study resources, e-learning technology enables quick access to information, it made students able developing a favourable attitude based on its utility, self-efficacy, the convenience of use, and student behaviour. It utilized as an evaluation tool by The Higher Education of Education and Culture of the Republic of Indonesia. © 2022, North American Business Press. All rights reserved.
ABSTRACT
The unprecedented closure of institutions and schools due to the current epidemic has renewed interest in entirely online education. During the COVID-19 outbreaks, this survey aimed to discover how Urdu EFL students felt about online learning. Written reflections were used to collect qualitative data from 40 Pakistani undergraduate students majoring in English, with five of them selected for a semi-structured interview on purpose. Because it was regarded appropriate during the current epidemic, the student participants had positive attitudes toward online learning. However, according to qualitative data analysis, they preferred to learn English in face-to-face classrooms. In addition, an unstable internet connection, a lack of contact and teacher explanations, and potential distractions impeded their online English learning. Participants also made recommendations, and a debate was held on the educational implications.