ABSTRACT
Online learning has been optimized all over the world during the Covid-19 pandemic. However, in Indonesia, this mode of learning brings several problems;mainly, limited internet access causing academic stress. This study was intended to analyze the impact of academic stress due to limited internet access in remote rural areas. The research applies a quantitative approach with purposive random sampling tested on 685 samples using Kendall's Tau-b test. The study results indicated the relationship between academic stress and the range of domiciles on internet access during the pandemic. The relationship between the academic stress variable and the range of residence to internet access during the pandemic is solid. Also, the level of academic stress experienced by students is relatively high based on the range of domicile for internet access during the pandemic. Thus, the lecturers must adopt the teaching methodology when teaching online platforms. © 2023, IGI Global.
ABSTRACT
Online learning is the solution chosen to avoid crowds, which are feared to lead to the new cluster of the Covid-19 pandemic. It's just that online learning is often followed by a different process of teacher interaction in online learning.This study is intended to describe teacher interactions in online learning during the pandemic between teacher and student perspectives.The research approach is quantitative with the type of comparative research, through random sampling, namely on respondents who are in teacher and student social media forums, from January to March in 2021.The results of data collection obtained 789 teachers and 910 student respondents. The data collection instrument used a closed questionnaire.The results showed interaction of teachers providing online learning during the pandemic at all levels of education is significantly different andthere is a significant difference between a teacher and student learning interactions, at the level of achievement of teacher and student respondents at certain times/times both have had online learning interactions during the pandemic. For teachers the average value is 2.55 with a percentage of 56.1%, for students, the average value is 2.55 with a percentage of 63.9%. The researcher recommends that it is necessary to reflect and evaluate teacher interactions in online learning. Copyright © 2022, Anka Publishers. All rights reserved.
ABSTRACT
Online learning is the solution chosen to avoid crowds, which are feared to lead to the new cluster of the Covid-19 pandemic. It's just that online learning is often followed by a different process of teacher interaction in online learning.This study is intended to describe teacher interactions in online learning during the pandemic between teacher and student perspectives.The research approach is quantitative with the type of comparative research, through random sampling, namely on respondents who are in teacher and student social media forums, from January to March in 2021.The results of data collection obtained 789 teachers and 910 student respondents. The data collection instrument used a closed questionnaire.The results showed interaction of teachers providing online learning during the pandemic at all levels of education is significantly different andthere is a significant difference between a teacher and student learning interactions, at the level of achievement of teacher and student respondents at certain times/times both have had online learning interactions during the pandemic. For teachers the average value is 2.55 with a percentage of 56.1%, for students, the average value is 2.55 with a percentage of 63.9%. The researcher recommends that it is necessary to reflect and evaluate teacher interactions in online learning.