Dynamics of Industrial Revolution 4.0: Digital Technology Transformation and Cultural Evolution –
Wulandari et al (eds)
© 2021 The Author(s), ISBN 978-1-032-04451-4
Disrupted but interactive: How online learning works in the age
of a pandemic
A. Anggraeni, S. Putra & A. Nurhudatiana
Bina Nusantara University, Jakarta, Indonesia
ABSTRACT: As universities shift from face-to-face learning to distance learning, the student
learning experience has dramatically changed. The classes have moved to online mode, which
means that there are changes in terms of how the classes are conducted. Changes also take place in
terms of how the interaction happens between the facilitators and the students as well as between
the students. This study aims to investigate how different learning factors may contribute to student
satisfaction. In total, there are 100 respondents that comprise both undergraduate and Master’s
students. The findings suggest that only interactivity and course suitability were found to have a
positive influence on student satisfaction. These imply that an educational institution needs to design
their online class delivery in such a way so that the interaction will be similar to the interaction
in offline classes. Moreover, making sure that the courses are suitable to be delivered in an online
mode is crucial as well.
Keywords: online learning, learner characteristics, learning satisfaction
1 INTRODUCTION
Since the beginning of the COVID-19 outbreak, universities around the world began shifting
educational activities from physical classrooms to virtual ones. For example, the Chinese Ministry
of Education launched the “Disrupted Classes, Undisrupted Learning” initiative, providing flexible
online learning to over 270 million students from their homes (Huang et al. 2020).
The flexible learning approach provides learners with choices about where, when, and how
learning occurs, by using a range of technologies to support the teaching and learning process
(Lee & McLoughlin 2010). Flexible learning encompasses multi-dimensional aspects, including
infrastructure, learning tools, learning resources, teaching and learning methods, services for
teachers and students, and cooperation between government, enterprises, and schools (Huang et al.
2020). The unplanned and rapid move to online learning might result in a poor learning experience
since students, lecturers, and university staff generally had not been prepared through simulations
or practices beforehand.
To the best of the authors’ knowledge, there is still very limited research on the student learning
experience during the COVID-19 pandemic in Indonesia. The university students in Indonesia
underwent a unique experience of having the first three to four weeks of the semester in physical
classrooms and suddenly shifted to virtual classrooms for the rest of the semester. This research aims
to understand the students’ experience during the period and how it affected learning satisfaction.
More importantly, as physical distancing measures would continue for months to come, it is very
important for educational institution administrators to understand the crucial determinants that
would enhance student learning satisfaction during this pandemic.
DOI 10.1201/9781003193241-56
301
Wulandari et al (eds)
© 2021 The Author(s), ISBN 978-1-032-04451-4
Disrupted but interactive: How online learning works in the age
of a pandemic
A. Anggraeni, S. Putra & A. Nurhudatiana
Bina Nusantara University, Jakarta, Indonesia
ABSTRACT: As universities shift from face-to-face learning to distance learning, the student
learning experience has dramatically changed. The classes have moved to online mode, which
means that there are changes in terms of how the classes are conducted. Changes also take place in
terms of how the interaction happens between the facilitators and the students as well as between
the students. This study aims to investigate how different learning factors may contribute to student
satisfaction. In total, there are 100 respondents that comprise both undergraduate and Master’s
students. The findings suggest that only interactivity and course suitability were found to have a
positive influence on student satisfaction. These imply that an educational institution needs to design
their online class delivery in such a way so that the interaction will be similar to the interaction
in offline classes. Moreover, making sure that the courses are suitable to be delivered in an online
mode is crucial as well.
Keywords: online learning, learner characteristics, learning satisfaction
1 INTRODUCTION
Since the beginning of the COVID-19 outbreak, universities around the world began shifting
educational activities from physical classrooms to virtual ones. For example, the Chinese Ministry
of Education launched the “Disrupted Classes, Undisrupted Learning” initiative, providing flexible
online learning to over 270 million students from their homes (Huang et al. 2020).
The flexible learning approach provides learners with choices about where, when, and how
learning occurs, by using a range of technologies to support the teaching and learning process
(Lee & McLoughlin 2010). Flexible learning encompasses multi-dimensional aspects, including
infrastructure, learning tools, learning resources, teaching and learning methods, services for
teachers and students, and cooperation between government, enterprises, and schools (Huang et al.
2020). The unplanned and rapid move to online learning might result in a poor learning experience
since students, lecturers, and university staff generally had not been prepared through simulations
or practices beforehand.
To the best of the authors’ knowledge, there is still very limited research on the student learning
experience during the COVID-19 pandemic in Indonesia. The university students in Indonesia
underwent a unique experience of having the first three to four weeks of the semester in physical
classrooms and suddenly shifted to virtual classrooms for the rest of the semester. This research aims
to understand the students’ experience during the period and how it affected learning satisfaction.
More importantly, as physical distancing measures would continue for months to come, it is very
important for educational institution administrators to understand the crucial determinants that
would enhance student learning satisfaction during this pandemic.
DOI 10.1201/9781003193241-56
301