ABSTRACT
Aims The increasing development of information communication technology is increasingly positively impacting individuals in various fields, including education. This research aimed to understand the causes of ineffective online learning from the point of view of activists. Participants & Methods This qualitative research was conducted in 2019 in the context of Instructors in the Department of Accounting, Padang State Polytechnic. This study used a phenomenological design with semi-structured interviews that focuses on activists’ experiences (egos) who are central to the entire environment. Based on these assumptions, phenomenology seeks to find the intentionality behind the activist’s behavior for his understanding. Findings In the view point of participants, the causes of ineffective online learning were cultural and emotional. The cultural aspects are categorized under awkwardness with technology and content and characteristics of online learning and the emotional aspects are categorized under instructors’ pressures and workload and students’ dishonesty. Conclusion The effectiveness of online learning systems is about connectedness and quality. Meaning is a subjective truth that arises from the consciousness of a person who experiences and performs an action. . © 2021, the Authors.
ABSTRACT
Aims The sudden COVID-19 pandemic experienced globally has caused many schools and institutions of higher learning to resort to fully online teaching and learning throughout the world. Since online teaching is essentially a student-centered learning approach, students’ motivational level plays an important role in making teaching protocols effective. This study aimed to know the level of motivation to study using a smartphone in the COVID-19 pandemic. Instrument & Methods This descriptive study was carried out in 2020 on 75 Indonesian Academy of Administrative Management College students who have smartphones. These students were selected by random sampling method. Data were collected using a researcher-made questionnaire and analyzed by SPSS 17 software using Pearson correlation coefficient and simple linear regression test. Findings There was a positive and significant correlation between the mean score of smartphone usage and the mean score of study motivation (r=0.84;p=0.0001). The effect of smartphone uses on the study motivation in the Covid-19 pandemic was 61.7% (R2=0.617). Conclusion With the increasing use of smartphones, the motivation to learn during pandemic COVID-19 also increased. © 2021, the Authors.