Abstract
Online learning is carried out in all higher education after the COVID-19 pandemic. The online learning causes forced online learning preparation. The research aimed to measure student attitudes about online learning, student readiness to learn online, and the influence of student attitudes about online learning on student readiness to learn online. The research method was descriptive quantitative and the sample was chosen by simple random sampling. The data were obtained from 311 students of the hospitality management diploma 4 of academic year 2017 to 2020 at one of the tourism school in Indonesia who had to carry out online learning. The collected data were tested using validity and reliability test, descriptive test (frequency and mean), correlation, simple linear regression test and t-test. The result of the mean test showed that students do not like online learning even though they have a perception of readiness to learn online. This result contradicted the results of the simple linear regression test and t-test which concluded that students 'attitudes of online learning positively and significantly affected students' readiness to learn online. The study implication that it is necessary to create efforts to change the attitude of being less accepting of online learning activities into an attitude of accepting online learning for students.
Highlights
The use of information and communication technology (ICT) in education has been widely used (Tam et al 2017)
The learning result of online learning is better than the learning result of conventional learning (Nada, Yasin, and Arif,2020; Nasution dan Nurulah,2017), and online learning is the best choice during the COVID-19 pandemic (Cutri and Mena 2020)
Research on students in Germany shows that students have good readiness in terms of the availability of physical devices, but students show unpreparedness related to feelings (Händel et al 2020)
Summary
The use of information and communication technology (ICT) in education has been widely used (Tam et al 2017). In several developed countries such as Germany, South Africa, USA, Taiwan, Hong Kong, the online learning process is not new along with technological developments and the ease of internet access (Martin, Ahlgrim-delzell, and Budhrani 2017). Research on students in Germany shows that students have good readiness in terms of the availability of physical devices (such as equipment availability, online learning experiences, and skills to operate online learning applications), but students show unpreparedness related to feelings (such as anxiety, tension, multiple tasks, feel alone) (Händel et al 2020). The readiness of open university students in South Africa shows that gender, age, and employment status as well as the technology tools used affect students' online learning readiness (Firat and Bozkurt 2020). Research on university students in Australia shows that students like the FaceBook device as social media in online learning (Connolly, Willis, and Lloyd 2019). Online learning readiness in this study uses indicators of mastery of obtaining information sources, opportunities to communicate with classmates, and collaborate
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
