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
Online learning and design lectures during the COVID-19 pandemic:
A student’s experience
A.R. Adriyanto, I. Santosa & A. Syarief
Bandung Institute of Technology, Indonesia
ABSTRACT: The COVID-19 pandemic of 2020 caused changes in learning patterns throughout
the world. Higher education was unprepared to provide online lectures to students and different
learning platforms only were used sporadically for courses. Negative experiences therefore arose
from this new learning process. This study uses a qualitative strategy approach to analyze a survey
distributed to 193 students in April 2020. The survey aims to examine the experience of students
in attending online lectures. Survey questions that are open-ended questions were analyzed by the
affinity diagram technique. Four themes were found to be issues in the negative experiences of
online learning, namely the reliability of information technology infrastructure, management of
online learning, social presence, and student motivation. The results of these findings are expected
to provide input for universities to manage future online learning in higher education.
Keywords: online learning, higher education, learning platforms, negative experiences
1 INTRODUCTION
In the face-to-face method in the physical classroom, the teacher is the center that controls the
content and the learning process. Face-to-face learning is limited by space and time and the cost of
learning is increasingly expensive. In online learning, students become the center of learning and
demand independence, and the flexibility of location and time and unlimited access to knowledge
are its strengths (Zhang et al. 2004).
The COVID-19 pandemic of 2020 caused changes in learning patterns throughout the world.
Countries enforced rules that demanded that citizens stay at home, therefore teaching and learning activities that were previously carried out face-to-face in classrooms were replaced by using
internet media to deliver lessons. Various types of platforms were used so that lectures could run,
and these lectures were synchronously and asynchronously. However, in the process of all of this,
various negative experiences emerged. A survey conducted by Adnan and Anwar (2020) in Pakistan found that most of the problems were related to limited access to the internet due to technical
and financial problems. Students still prefer face-to-face meetings. The same situation occurred
in West Bengal, India during the regional lockdown that occurred in the region. Students experienced problems such as depression, anxiety, poor internet connection, and uncomfortable learning
environments at home (Kapasia et al. 2020). The qualitative study was carried out by Khalil et al.
(2020) who analyzed synchronized online learning from the perspective of medical students. The
thematic content analysis found four core themes, namely the educational impact, time management, challenges encountered, and preferences for the future. The challenges and opportunities
for higher education in this pandemic were presented by Toquero (2020). This study recommends
rearranging curriculum competencies and improving training for lecturers for online learning. This
article aims to analyze the experience of higher education students attending online lectures during
the COVID-19 pandemic in Indonesia.
DOI 10.1201/9781003193241-59
317
Wulandari et al (eds)
© 2021 The Author(s), ISBN 978-1-032-04451-4
Online learning and design lectures during the COVID-19 pandemic:
A student’s experience
A.R. Adriyanto, I. Santosa & A. Syarief
Bandung Institute of Technology, Indonesia
ABSTRACT: The COVID-19 pandemic of 2020 caused changes in learning patterns throughout
the world. Higher education was unprepared to provide online lectures to students and different
learning platforms only were used sporadically for courses. Negative experiences therefore arose
from this new learning process. This study uses a qualitative strategy approach to analyze a survey
distributed to 193 students in April 2020. The survey aims to examine the experience of students
in attending online lectures. Survey questions that are open-ended questions were analyzed by the
affinity diagram technique. Four themes were found to be issues in the negative experiences of
online learning, namely the reliability of information technology infrastructure, management of
online learning, social presence, and student motivation. The results of these findings are expected
to provide input for universities to manage future online learning in higher education.
Keywords: online learning, higher education, learning platforms, negative experiences
1 INTRODUCTION
In the face-to-face method in the physical classroom, the teacher is the center that controls the
content and the learning process. Face-to-face learning is limited by space and time and the cost of
learning is increasingly expensive. In online learning, students become the center of learning and
demand independence, and the flexibility of location and time and unlimited access to knowledge
are its strengths (Zhang et al. 2004).
The COVID-19 pandemic of 2020 caused changes in learning patterns throughout the world.
Countries enforced rules that demanded that citizens stay at home, therefore teaching and learning activities that were previously carried out face-to-face in classrooms were replaced by using
internet media to deliver lessons. Various types of platforms were used so that lectures could run,
and these lectures were synchronously and asynchronously. However, in the process of all of this,
various negative experiences emerged. A survey conducted by Adnan and Anwar (2020) in Pakistan found that most of the problems were related to limited access to the internet due to technical
and financial problems. Students still prefer face-to-face meetings. The same situation occurred
in West Bengal, India during the regional lockdown that occurred in the region. Students experienced problems such as depression, anxiety, poor internet connection, and uncomfortable learning
environments at home (Kapasia et al. 2020). The qualitative study was carried out by Khalil et al.
(2020) who analyzed synchronized online learning from the perspective of medical students. The
thematic content analysis found four core themes, namely the educational impact, time management, challenges encountered, and preferences for the future. The challenges and opportunities
for higher education in this pandemic were presented by Toquero (2020). This study recommends
rearranging curriculum competencies and improving training for lecturers for online learning. This
article aims to analyze the experience of higher education students attending online lectures during
the COVID-19 pandemic in Indonesia.
DOI 10.1201/9781003193241-59
317