Abstract
This research aims to develop risk breakdown structure specifically for virtual learning projects in higher institution. Transition from physical face-to-face study into virtual learning practices during COVID-19 mitigation phase had been selected as main focus to construct risks identification. Opinions and experiences from 35 stakeholders in university level had been gathered and analyzed using triangulation and meta-language of risk statement methods, in order to maintain statements’ validity and quality based on project management’s standard. All registered risks were listed using universal risk breakdown structure format, which emphasized on three risk areas: internal, external, and technology, in order to categorize risk based on its sources and identify area with high exposure of risk. The result proposed 11 risk statements with highest exposure of risk on technology area. This result indicated that virtual learning organizers need to consider strategies and mitigation process in technology area, specifically on the infrastructure readiness, user capabilities, and communication gap inside the virtual environment.
Highlights
Social activity restrictions implemented by various countries as an attempt to mitigate the spread of the COVID-19 virus have changed people's behavior in various daily activities
The output of this research has contributed to identify the risks of online learning projects based on the experiences of participants who conducted online classes during the COVID-19 pandemic
The proposed risk breakdown structure may become a basis for stakeholders to map potential risk areas as well as a basis for formulating more appropriate mitigation strategies
Summary
Social activity restrictions implemented by various countries as an attempt to mitigate the spread of the COVID-19 virus have changed people's behavior in various daily activities. Education sector, where most activities are carried out by face-to-face interaction, is affected by this restriction (Huang, Yang, & Chang, 2020; The World Bank, 2020). Activities that are carried out in the classroom suddenly have to be moved in online platforms and applications. Learning activities using online method are predicted to continue during the COVID-19 crisis, and it is predicted to be a new paradigm in the world of education in the future (Ogrutan & Aciu, 2020). After COVID-19 cases began to increase in early 2020, educational institutions in various countries have massively moved physical class sessions to the online platforms. Several transition problems have identified from several sources such as technology adaptation difficulties (Cappelletti, 2020), and miscommunication among educational stakeholders (Crawford et al, 2020), In Indonesia, three major problems of online teaching during COVID-19 have been identified, which related to internet and infrastructure inequality, limitations of digital capabilities among students and teachers, and uncertainty of technology adoption (Triwibowo, 2020)
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