Abstract
The spread of Covid-19 has affected the entire world, including the education sector in Indonesia. This study examines the relationship between Indonesian students’ readiness and students satisfaction with online learning during the Covid-19 pandemic. It used an online questionnaire to reach 518 students as a participant. Structural equation modelling (SEM) with SmartPLS software was utilised to examine the relationship between the variables. The finding indicated four dimensions of student readiness (online student attributes, time management, technical competencies, and online communication competencies) closely related to students’ satisfaction with online learning. The result provided an understanding of the condition of online learning satisfaction from students readiness point of view during the Covid-19 pandemic in Indonesia. This study serves as a starting point for stakeholders (government and education institutions) in making future policies.
Highlights
The spread of covid-19 has impacted various sectors, including the education sector (Assunção Flores & Gago, 2020; Blankenberger & Williams, 2020; Kalloo et al, 2020; Murphy, 2020; Quezada et al, 2020; Scull et al, 2020; Verma et al, 2020)
This study showed the student willingness to interact with teachers or peers in the online learning environment related to students readiness, which will have a positive impact on learning satisfaction
In summary, this study reported that dimensions of students online learning readiness play an important predictor of students online learning satisfaction
Summary
The spread of covid-19 has impacted various sectors, including the education sector (Assunção Flores & Gago, 2020; Blankenberger & Williams, 2020; Kalloo et al, 2020; Murphy, 2020; Quezada et al, 2020; Scull et al, 2020; Verma et al, 2020). This situation forces the Indonesian government to take learning from home policy using distance learning methods, such as web-based and m-learning. The policy helps prevent the spread of Covid-19 and encourages all educational institutions to adopt technology in learning activities; there are many challenges to prepare comprehensive online courses for developing countries, such as Indonesia. The adoption of technology in the developing country’s learning process is lacking. Previous research revealed that the challenges of the adoption include a lack of infrastructure (insufficient internet access), staff reluctance to adopt e-learning, technical skills and student willingness to learn, and inadequate experience with e-learning (Anggraeni & Sole, 2018; Chaeruman, 2018; Kaunang & Usagawa, 2017; Kuntoro & Al-Hawamdeh, 2003; Lestariyanti, 2020; Pratama & Arief, 2019)
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
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 call
