Effectiveness of online learning in non-online classes during the pandemic

IF 2.5 Q1 EDUCATION & EDUCATIONAL RESEARCH

Management in Education Pub Date : 2023-02-27 DOI:10.1177/08920206231157509

Jimmy Gozaly, Yulianti Talar, C. Wirawan, Axel Varian Kurniawan

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引用次数: 0

Abstract

The coronavirus disease 2019 (COVID-19) pandemic that has been going on since the beginning of 2020 has forced governments to take a policy to implement online learning. This policy is an effort to break the chain of virus spread in education clusters. For schools and universities that are not used to carrying out online learning, this condition is a problem. Therefore, measurement is needed to ensure effectiveness. In this study, the effectiveness was measured using the variables specified in the Indonesian Online Learning System (Sistem Pembelajaran Daring (SPADA)) 2019 set by the Indonesian government. Data collection was carried out by quantitative and qualitative methods. Quantitative analysis was carried out through questionnaires administered to students while qualitative was carried out by interviewing students and lecturers. The data were processed using cross-tabulation analysis and multiple linear regression. Strengths, Weaknesses, Opportunities, and Challenges were analyzed to assess online learning. As research results, it is found that online learning is quite effective, but there are still many things that can be improved to increase the effectiveness of online learning.

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大流行期间非在线课堂在线学习的有效性

自2020年初以来持续的2019冠状病毒病（新冠肺炎）大流行迫使各国政府采取政策实施在线学习。这项政策旨在打破病毒在教育集群中的传播链。对于不习惯进行在线学习的学校和大学来说，这种情况是一个问题。因此，需要进行测量以确保有效性。在这项研究中，使用印尼政府制定的2019年印尼在线学习系统（Sistem Pemberajaran Daring（SPADA））中指定的变量来衡量有效性。数据收集采用了定量和定性方法。定量分析是通过向学生发放问卷进行的，而定性分析是通过采访学生和讲师进行的。使用交叉表分析和多元线性回归对数据进行处理。分析了优势、劣势、机遇和挑战，以评估在线学习。研究结果表明，在线学习是相当有效的，但仍有许多地方可以改进，以提高在线学习的有效性。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Management in Education Social Sciences-Education

CiteScore

3.00

自引率

7.70%

发文量

期刊介绍： Management in Education provides a forum for debate and discussion covering all aspects of educational management. We therefore welcome a range of articles from those dealing with day-to-day management to those related to national policy issues. Our peer review policy helps to enhance the range and quality of the articles accepted supporting those new to publication and those that are more expereienced authors. We publish research findings, opinion pieces and individual stories and our contributors come from all sectors of education.