Investigating the dimensions of students’ interaction in listening online learning environment amidst Covid-19 pandemic

Arum Nisma Wulanjani, Candradewi Wahyu Anggraeni, Sukma Shinta Yunianti

Abstract


The existence of the COVID-19 pandemic forces the Indonesian government to carry on online learning at all education levels, to keep the teaching and learning going on. For students, this ongoing online learning has brought about various impacts on their online learning success. One important factor determining online learning success is students’ interaction. Thus, paying more attention to whether an online learning environment has promoted the students’ interaction is crucial to creating successful online learning. This study aimed to investigate the dimensions of students’ interaction in the online listening learning environment. Moreover, this study also tried to explore how students perceived the interaction in the online listening learning environment. There were 78 students majoring in English Education as participants in this study. A convergent mixed-method was applied in this study, in which the results of the quantitative and qualitative data analysis were brought together. A modified questionnaire of OLLES (Online Learning Environment Survey) and a close-ended interview were carried out to gather the data. The results showed that the dimensions of interaction in the online listening learning environment had a statistically significant high rating. The interaction between the lecturer and the students placed the highest among all of the dimensions. Overall, all the dimensions of interaction in online listening learning were highly perceived by the students. The implications suggested that providing well-designed authentic materials, collaborative activities, and asynchronous models were needed to support the students’ online learning performance.

Keywords


Dimensions of interaction; online learning; online learning environment; online learning interaction

Full Text:

PDF

References


Alamri, A., & Tandra, T. (2017). Factors affecting learners with disabilities–instructor interaction in online learning. Journal of Special Education Technology, 31(2), 59–69. https://doi.org/10.1177/0162643416681497

Alhih, M., Ebba, O., & Muhammet, B. (2017). Levels of interaction provided by online distance education models. Eurasia Journal of Mathematics, Science and Technology Education, 13(6), 2733–48. https://doi.org/10.12973/eurasia.2017.01250a

Aljawarneh, S. A. (2020). Reviewing and exploring innovative ubiquitous learning tools in higher education. Journal of Computing in Higher Education, 32(1), 57–73. https://doi.org/10.1007/s12528-019-09207-0

Allo, M. D. G. (2020). Is the online learning good in the midst of Covid-19 Pandemic? The case of EFL learners. Jurnal Sinestesia, 10(1), 1-10. https://www.sinestesia.pustaka.my.id/journal/article/view/24

Alomyan, H. (2017). A conceptual framework for web-based learning design. Proceedings of the International Conference on E-Learning, EL 2017 - Part of the Multi Conference on Computer Science and Information Systems 2017, 191–95. https://files.eric.ed.gov/fulltext/ED579370.pdf

Amir, L. R., Tanti, I., Maharani, D. A., Wimardhani, Y. S., Julia, V., Sulijaya, B., & Puspitawati, R. (2020). Student perspective of classroom and distance learning during COVID-19 pandemic in the undergraduate dental study program Universitas Indonesia. BMC medical education, 20(1), 1-8.

Atmojo, A. E. P., & Nugroho, A. (2020). EFL classes must go online! Teaching activities and challenges during COVID-19 pandemic in Indonesia. Register Journal, 13(1), 49-76. https://doi.org/10.18326/rgt.v13i1.49-76

Baber, H. (2021). Social interaction and effectiveness of the online learning – a moderating role of maintaining social distance during the pandemic COVID-19. Asian Education and Development Studies, 11(1), 159-171. https://doi.org/10.1108/AEDS-09-2020-0209

Bashir, A.,Uddin, M. E., Basu, B. L., & Khan, R. (2021). Transitioning to online education in English Departments in Bangladesh: Learner perspectives. Indonesian Journal of Applied Linguistics, 11(1),11-20. https://doi.org/10.17509/ijal.v11i1.34614

Bestiantono, D. S., Agustina, P. Z. R., & Cheng, T.-H. (2020). How students’ perspectives about online learning amid the COVID-19 pandemic? Studies in Learning and Teaching, 1(3), 133–139. https://doi.org/10.46627/silet.v1i3.46

Bhuasiri, W., Xaymoungkhoun, O., Zo, H., Rho, J. J., & Ciganek, A. P. (2012). Critical success factors for e-learning in developing countries: A comparative analysis between ICT experts and faculty. Computers and Education, 58(2), 843–55. https://doi.org/10.1016/j.compedu.2011.10.010

Cao, Q., Griffin, T. E., & Bai, X. (2009). The importance of synchronous interaction for student satisfaction with course web sites. Journal of Information Systems Education, 20(3), 331–39. http://jise.org/volume20/n3/JISEv20n3p331.html

Cao, W., Fang, Z., Hou, G., Han, M., Xu, X., Dong, J., & Zheng, J. (2020). The psychological impact of the COVID-19 epidemic on college students in China. Psychiatry Research, 287, 1–5. https://doi.org/10.1016/j.psychres.2020.112934

Chen, C. M., Chen, L. C., & Yang, S. M. (2019). An English vocabulary learning app with self-regulated learning mechanism to improve learning performance and motivation. Computer Assisted Language Learning, 32(3), 237–60. https://doi.org/10.1080/09588221.2018.1485708

Chung, E., Noor, N. M., & Mathew, V. N. (2020). Are you ready? An assessment of online learning readiness among university students. International Journal of Academic Research in Business and Social Sciences, 9(1), 301–17. https://doi.org/10.6007/IJARPED/v9-i1/7128

Chung, E., Subramaniam, G., & Dass, L. C. (2020). Online learning readiness among university students in Malaysia amidst COVID-19. Asian Journal of University Education, 16(2), 45. https://doi.org/10.24191/ajue.v16i2.10294

Churiyah, M., Sholikhan, S., Filianti, F., & Sakdiyyah, D. A. (2020). Indonesia education readiness conducting distance learning in Covid-19 pandemic situation. International Journal of Multicultural and Multireligious Understanding, 7(6), 491. https://doi.org/10.18415/ijmmu.v7i6.1833

Clayton, J. (2007). The validation of the online learning environment survey. Proceedings ascilite Singapore, 200(7). https://www.researchgate.net/profile/John-Clayton-13/publication/254324859_The_validation_of_the_online_learning_environment_survey/links/0c96053a10aa78b285000000/The-validation-of-the-online-learning-environment-survey.pdf

Clayton, J. (2011). Initial findings from the implementation of an online learning environment survey. International Journal of Cyber Society and Education, 4(2), 127-138. http://www.academicjournals.org/ojs2/index.php/IJCSE/article/view/984/89

Creswell, J. W., & Clark, V. L. P. (2018). Designing and conducting mixed methods research (3rd ed.). Sage Publication Inc.

Dhawan, S. (2020). Online learning: A panacea in the time of COVID-19 crisis. Journal of Educational Technology Systems, 49(1), 5–22. https://doi.org/10.1177/0047239520934018

Dhull, I., & Saskhi, M. (2019). Online learning. Quality in Primary Care, 12(1), 87–89. https://doi.org/10.4324/9780429355097-7

Dunlap, J., & Lowenthal, P. (2018). Online educators’ recommendations for teaching online: Crowdsourcing in action. Open Praxis, 10(1), 79. https://doi.org/10.5944/openpraxis.10.1.721

Ekawati, D., & Yusuf, F. N. (2019, June). Authentic materials in fostering EFL students listening comprehension. In Eleventh Conference on Applied Linguistics. CONAPLIN 2018. (pp. 422-426). https://doi.org/10.2991/conaplin-18.2019.295

Garrison, D. R., & Cleveland-Innes, M. (2005). Facilitating cognitive presence in online learning: Interaction is not enough. The American journal of distance education, 19(3), 133-148. https://doi.org/10.1207/s15389286ajde1903_2

Gray, J. A., & DiLoreto, M. (2016). The effects of student engagement, student satisfaction, and perceived learning in online learning environments. International Journal of Educational Leadership Preparation, 11(1), 1-20. https://files.eric.ed.gov/fulltext/EJ1103654.pdf

Hall, S., & Villareal, D. (2015). The hybrid advantage: Graduate student perspectives of hybrid education courses. International Journal of Teaching and Learning in Higher Education 27(1),69–80.

Händel, M., Stephan, M., Gläser-Zikuda, M., Kopp, B., Bedenlier, S., & Ziegler, A. (2020). Digital readiness and its effects on higher education students’ socio-emotional perceptions in the context of the COVID-19 pandemic. Journal of Research on Technology in Education, 54(2), 267-280. https://doi.org/10.1080/15391523.2020.1846147

Irie, K., & Stewart, A. (Eds.). (2012). Realizing autonomy: Practice and reflection in language education contexts. Palgrave Macmillan. https://doi.org/10.1057/9780230358485

Joksimović, S., Gašević, D., Kovanović, V., Riecke, B. E., and Hatala, M. (2015) Social presence in online discussions as a process predictor of academic performance. Journal of Computer Assisted Learning, 31 638– 654. https://doi.org/10.1111/jcal.12107

Laili, R. N., & Nashir, M. (2021). Higher education students’ perception on online learning during Covid-19 pandemic. Edukatif: Jurnal Ilmu Pendidikan, 3(3), 689–97. https://doi.org/https://doi.org/10.31004/edukatif.v3i3.422

Laksana, D. N. L. (2021). Implementation of online learning in the pandemic covid-19: Student perception in areas with minimum internet access. Journal of Education Technology, 4(4), 502–9. https://ejournal.undiksha.ac.id/index.php/JET/article/view/29314

Linjawi, A. I., & Alfadda, L. S. (2018). Students’ perception, attitudes, and readiness toward online learning in dental education in Saudi Arabia: a cohort study. Advances in Medical Education and Practice, 9, 855–63. https://doi.org/10.2147/amep.s175395

Little, D. (2022). Language learner autonomy: Rethinking language teaching. Language Teaching, 55(5), 1–10. https://doi.org/10.1017/S0261444820000488

Martín, C. T., Acal, C., Honrani, M. El, & Estrada, Á. C. M. (2021). Impact on the virtual learning environment due to covid-19. Sustainability (Switzerland), 13(2), 1–16. https://doi.org/10.3390/su13020582

Ozkan, S., & Koseler, R. (2009). Multi-dimensional students’ evaluation of e-learning systems in the higher education context: An empirical investigation. Computers and Education, 53(4), 1285–96. https://doi.org/10.1016/j.compedu.2009.06.011

Pham, T., Thalathoti, V., & Dakich, E. (2014). Frequency and pattern of learner-instructor interaction in an online English language learning environment in Vietnam. Australasian Journal of Educational Technology, 30(6), 686–98. https://doi.org/10.14742/ajet.608

Rasouli, A., Rahbania, Z., & Attaran, M. (2016). Students' readiness for e-learning application in higher education. Malaysian Online Journal of Educational Technology, 4(3), 51-64.

Rojabi, A. R. (2020). Exploring EFL Students' Perception of Online Learning via Microsoft Teams: University Level in Indonesia. English Language Teaching Educational Journal, 3(2), 163-173. https://doi.org/10.12928/eltej.v3i2.2349

Simamora, R. M., De Fretes, D., Purba, E. D., & Pasaribu, D. (2020). Practices, challenges, and prospects of online learning during Covid-19 pandemic in higher education: Lecturer perspectives. Studies in Learning and Teaching, 1(3), 185–208. https://doi.org/10.46627/silet.v1i3.45

Suherdi, D. (2019). Teaching English in the industry 4.0 and disruption era: Early lessons from the implementation of SMELT I 4.0 DE in a senior high lab school class. Indonesian Journal of Applied Linguistics, 9(1), 67-75. http://doi.org/10.17509/ijal.v9i1.16418

Swan, K. (2001). Virtual interaction: Design factors affecting student satisfaction and perceived learning in asynchronous online courses. Distance Education, 22(2), 306–31.

Teguh, M. (2020). Gerakan literasi sekolah dasar. Jurnal Pendidikan Dasar Flobamorata, 1(2), 1-9.

Turley, C., & Graham, C. (2019). Interaction, student satisfaction, and teacher time investment in online high school courses. Journal of Online Learning Research, 5(2), 169–98.

Weidlich, J., & Bastiaens, T. J. (2018). Technology matters–The impact of transactional distance on satisfaction in online distance learning. International Review of Research in Open and Distance Learning, 19(3), 222–42. https://doi.org/10.19173/irrodl.v19i3.3417

Wulanjani, A. N., & Indriani, L. (2021). Revealing higher education students’ readiness for abrupt online learning in Indonesia amidst COVID-19. NOBEL: Journal of Literature and Language Teaching, 12(1), 43–59. https://doi.org/10.15642/NOBEL.2021.12.1.43-59

Yudiawan, A., Sunarso, B., & Sari, F. (2021). Successful online learning factors in COVID-19 Era: Study of Islamic higher education in West Papua, Indonesia. International Journal of Evaluation and Research in Education, 10(1), 193–201. https://doi.org/10.11591/ijere.v10i1.21036




DOI: https://doi.org/10.17509/ijal.v12i2.51083

Refbacks

  • There are currently no refbacks.


View My Stats

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.