3.1 The need for information technology infrastructure reliability
The problem that was primarily negative in online learning was that of information technology
infrastructure when online lectures take place. This problem includes three groups of problems:
internet network problems, internet quota limitations, and device problems used in the online
lectures.
According to Bhuasiri et al. (2012), one dimension that influences the acceptance of online learning systems in developing countries is system dimension. System dimensions include infrastructure
elements, and the quality of the internet infrastructure and the level of user information technology
literacy is fundamental in the online learning process. To measure the level of information and
communication technology development in an area, an index of information and communication
technology development is used (BPS 2018). The index value is on a scale of 1–10, with the higher
the index value indicating the more rapid development of information technology in a region.
Jakarta Province obtained the highest index value of 7.61, which contrasts with Papua province‘s
index of 2.95. This shows that in a region that has a good internet network infrastructure, easier
access to the internet network and the population allows for a greater ability of users to master
computer technology. The lowest index besides Papua included the provinces of West Kalimantan,
Lampung, Aceh, West Nusa Tenggara, North Maluku, West Sulawesi, and East Nusa Tenggara.
Inequality in the development of information technology can be an obstacle to the implementation
of online learning, especially if it is associated with the aim of increasing access to quality higher
education.
3.2 The need for good online learning management
The next problem that contributes to the negative experience of respondents in online learning is
the problem of managing online learning. This problem is covered in four groups of problems,
namely lecture procedures, material understanding, assignments, and assistance processes.
Based on the negative experiences of students in managing online learning, several things can
be concluded. Lecture procedures that are not clear and complicate the learning process are related
to the application of rules in the online learning system used. Systems and procedures in online
learning have not been optimally disseminated to teach participants. Sporadic use of various types
of platforms is thought to create a large cognitive burden for teaching participants to understand
each system one by one (Sweller et al. 2011).
Related to practical and studio courses contained in the design study program in general, an
understanding of materials and tools is a major element in the design curriculum (Buchanan 1995).
In distance learning in two different places, initial conditioning becomes a fundamental thing in
practical and studio lectures. Both students and lecturers need to have the same material for the
optimal learning process. The problems experienced in the survey were related to conditions that
do not allow for material presence. The COVID-19 pandemic situation did not allow students and
lecturers to get materials easily. In normal situations, learning materials might be presented more
optimally for distance learning needs.
3.3 The need for social presence and interaction
The next problem that added to the negative experience of respondents in online learning was
the absence of social presence and interaction. Although the distance between learners becomes
virtually close, physical absence causes invisible nonverbal communication. Richardson and Swan
(2003) discuss aspects of social presence in online learning in terms of satisfaction levels. The
results of his research resulted in the discovery that there was a good level of satisfaction in
students with the application of social presence aspects.
Rourke et al. (1999) focus on aspects of social presence by examining deeper aspects of the affective, interactive, and cohesive aspects of text-based material on computer media. The results of his
research found that to create a social presence in computer-based media related affective, interactive, and cohesive aspects are needed. Affective aspects have indicators of emotional expression,
320
The problem that was primarily negative in online learning was that of information technology
infrastructure when online lectures take place. This problem includes three groups of problems:
internet network problems, internet quota limitations, and device problems used in the online
lectures.
According to Bhuasiri et al. (2012), one dimension that influences the acceptance of online learning systems in developing countries is system dimension. System dimensions include infrastructure
elements, and the quality of the internet infrastructure and the level of user information technology
literacy is fundamental in the online learning process. To measure the level of information and
communication technology development in an area, an index of information and communication
technology development is used (BPS 2018). The index value is on a scale of 1–10, with the higher
the index value indicating the more rapid development of information technology in a region.
Jakarta Province obtained the highest index value of 7.61, which contrasts with Papua province‘s
index of 2.95. This shows that in a region that has a good internet network infrastructure, easier
access to the internet network and the population allows for a greater ability of users to master
computer technology. The lowest index besides Papua included the provinces of West Kalimantan,
Lampung, Aceh, West Nusa Tenggara, North Maluku, West Sulawesi, and East Nusa Tenggara.
Inequality in the development of information technology can be an obstacle to the implementation
of online learning, especially if it is associated with the aim of increasing access to quality higher
education.
3.2 The need for good online learning management
The next problem that contributes to the negative experience of respondents in online learning is
the problem of managing online learning. This problem is covered in four groups of problems,
namely lecture procedures, material understanding, assignments, and assistance processes.
Based on the negative experiences of students in managing online learning, several things can
be concluded. Lecture procedures that are not clear and complicate the learning process are related
to the application of rules in the online learning system used. Systems and procedures in online
learning have not been optimally disseminated to teach participants. Sporadic use of various types
of platforms is thought to create a large cognitive burden for teaching participants to understand
each system one by one (Sweller et al. 2011).
Related to practical and studio courses contained in the design study program in general, an
understanding of materials and tools is a major element in the design curriculum (Buchanan 1995).
In distance learning in two different places, initial conditioning becomes a fundamental thing in
practical and studio lectures. Both students and lecturers need to have the same material for the
optimal learning process. The problems experienced in the survey were related to conditions that
do not allow for material presence. The COVID-19 pandemic situation did not allow students and
lecturers to get materials easily. In normal situations, learning materials might be presented more
optimally for distance learning needs.
3.3 The need for social presence and interaction
The next problem that added to the negative experience of respondents in online learning was
the absence of social presence and interaction. Although the distance between learners becomes
virtually close, physical absence causes invisible nonverbal communication. Richardson and Swan
(2003) discuss aspects of social presence in online learning in terms of satisfaction levels. The
results of his research resulted in the discovery that there was a good level of satisfaction in
students with the application of social presence aspects.
Rourke et al. (1999) focus on aspects of social presence by examining deeper aspects of the affective, interactive, and cohesive aspects of text-based material on computer media. The results of his
research found that to create a social presence in computer-based media related affective, interactive, and cohesive aspects are needed. Affective aspects have indicators of emotional expression,
320