use of humor, and self-disclosure. The interactive aspect has indicators of reconnecting the communication process, reference from other messages, explicit, reference, asking questions, expressing,
and appreciating, and expressing signs of agreement. The cohesive aspect has vocative indicators
aimed at a particular person, and refers to the group inclusively, making an open greeting. From
these studies, it was concluded that social presence in online learning is realized through interaction
with peers by including affective aspects in this digital realm.
3.4 The need for student motivation in learning
The negative experience of respondents in subsequent online learning is a matter of student motivation. Motivation can be divided into two parts, namely intrinsic motivation originating from
within and extrinsic motivation that is triggered from outside the self. In the survey distributed to
respondents, there are two groups that arise in motivational issues, namely self-motivation issues
and learning environment problems.
On the environmental and personal dimensions in the online learning entities examined by
Bhuasiri et al. (2012), there is intrinsic and extrinsic motivation. Intrinsic motivation is a voluntary
drive from a person toward activity and aims to satisfy one’s psychological needs. Motivation from
within a person can be influenced by outside influences such as material use, clarity of instructions,
regulations, social pressure, and competition.
According to Kawachi (2003), intrinsic motivation is stronger than extrinsic motivation and is
directly related to the quality of deep learning. The formation of motivation is related to educational
orientation. Educational orientation is divided into four parts, namely vocational, academic, social,
and personal orientation. Vocational orientation is related to skill development while academic
orientation is related to achieving intellectual interest. The formation of motivation related to vocational and academic orientation is obtained by bringing out the expressiveness in online teaching.
The expression is defined as enthusiasm, friendliness, humor, dynamism, and charisma.
In online learning, students are physically separated from their peers and only meet virtually
through the online class provided. The main factor in student failure in distance learning relates
to students’ feelings of being isolated without the support of their peers. In forming motivations
related to this social orientation, online learning must facilitate the building of interaction between
students in groups. Developing a sense of community can make learning effective.
4 CONCLUSION
Problems that arise in online learning vary. The government can increase investment in the development of information technology infrastructure so that various regions receive the same facilities
as other regions. It is time for universities to focus on developing online learning management that
takes into account social aspects and good interaction with learning content. For this reason, it
is necessary to further analyze learning content that supports these aspects. Online learning user
experience related to motivation deserves attention because of its independence in learning. Factors
that can motivate students to learn in a fun way need to be further analyzed.
REFERENCES
Adnan, M. and Anwar, K. 2020. Online learning amid the COVID-19 pandemic: Students’ perspectives.
Journal of Pedagogical Sociology and Psychology, 2:45–51.
Bhuasiri, W., Xaymoungkhoun, O., Zo, H., Rho, J.J., and Ciganek, A.P. 2012. Critical success factors for
e-learning in developing countries: A comparative analysis between ict experts and faculty, Computer &
Education, 58:843–855.
BPS, Biro Pusat Statistik. 2018. Tingkat pengangguran terbuka, data obtained from https://www.bps.go.id/
pressrelease/2018/11/05/1485/agustus-2018-tingkat-pengangguran-terbuka-tpt-sebesar-5-34-persen.html.
321
and appreciating, and expressing signs of agreement. The cohesive aspect has vocative indicators
aimed at a particular person, and refers to the group inclusively, making an open greeting. From
these studies, it was concluded that social presence in online learning is realized through interaction
with peers by including affective aspects in this digital realm.
3.4 The need for student motivation in learning
The negative experience of respondents in subsequent online learning is a matter of student motivation. Motivation can be divided into two parts, namely intrinsic motivation originating from
within and extrinsic motivation that is triggered from outside the self. In the survey distributed to
respondents, there are two groups that arise in motivational issues, namely self-motivation issues
and learning environment problems.
On the environmental and personal dimensions in the online learning entities examined by
Bhuasiri et al. (2012), there is intrinsic and extrinsic motivation. Intrinsic motivation is a voluntary
drive from a person toward activity and aims to satisfy one’s psychological needs. Motivation from
within a person can be influenced by outside influences such as material use, clarity of instructions,
regulations, social pressure, and competition.
According to Kawachi (2003), intrinsic motivation is stronger than extrinsic motivation and is
directly related to the quality of deep learning. The formation of motivation is related to educational
orientation. Educational orientation is divided into four parts, namely vocational, academic, social,
and personal orientation. Vocational orientation is related to skill development while academic
orientation is related to achieving intellectual interest. The formation of motivation related to vocational and academic orientation is obtained by bringing out the expressiveness in online teaching.
The expression is defined as enthusiasm, friendliness, humor, dynamism, and charisma.
In online learning, students are physically separated from their peers and only meet virtually
through the online class provided. The main factor in student failure in distance learning relates
to students’ feelings of being isolated without the support of their peers. In forming motivations
related to this social orientation, online learning must facilitate the building of interaction between
students in groups. Developing a sense of community can make learning effective.
4 CONCLUSION
Problems that arise in online learning vary. The government can increase investment in the development of information technology infrastructure so that various regions receive the same facilities
as other regions. It is time for universities to focus on developing online learning management that
takes into account social aspects and good interaction with learning content. For this reason, it
is necessary to further analyze learning content that supports these aspects. Online learning user
experience related to motivation deserves attention because of its independence in learning. Factors
that can motivate students to learn in a fun way need to be further analyzed.
REFERENCES
Adnan, M. and Anwar, K. 2020. Online learning amid the COVID-19 pandemic: Students’ perspectives.
Journal of Pedagogical Sociology and Psychology, 2:45–51.
Bhuasiri, W., Xaymoungkhoun, O., Zo, H., Rho, J.J., and Ciganek, A.P. 2012. Critical success factors for
e-learning in developing countries: A comparative analysis between ict experts and faculty, Computer &
Education, 58:843–855.
BPS, Biro Pusat Statistik. 2018. Tingkat pengangguran terbuka, data obtained from https://www.bps.go.id/
pressrelease/2018/11/05/1485/agustus-2018-tingkat-pengangguran-terbuka-tpt-sebesar-5-34-persen.html.
321