The e-commerce industry in Indonesia is growing in line with the increasing number of internet users in Indonesia. Unfortunately, many internet users in Indonesia are still unsure about shopping online because of the lack of buyer trust with sellers and service providers. This study aims to identify the factors that influence online shop consumers to conduct transactions online. This research used a questionnaire survey distributed to customers who had ever used an online shop application. The sample used in this research was 468 respondents. The data collected was then analyzed using Partial Least Square. The results of this research indicated that trust, perceived value, and buying interest positively influence consumers’ decisions to purchase using an online shop application.

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.

Purpose The absence of physical interactions in online learning environment brings psychological influences on learning participants in interacting and sharing knowledge with others, such as ignorance of other member’s presence and insecurity to share something in online environment. The purpose of this research was to examine the knowledge sharing behavior (KSB) by online learning community members in terms of their psychological safety (PS) and social presence (SP) perceptions. In addition, this research also identified the influence of PS to promote SP and the mediation impact of SP in the relationships between PS and KSB. Design/methodology/approach The data were gathered through self-administered questionnaire distributed to 133 online class members at a university in Indonesia where online learning has created a new learning experience. To represent key behavioral attributes, 12 items were used to represent PS, SP and KSB. The relationships among the variables were analyzed using the structural equation modelling method. Findings The result showed that PS positively influenced SP and KSB. SP also brought a positive impact on promoting KSB and fully mediated the relationship between PS and KSB. Research limitations/implications The result may not have fully captured the reflection of the influencing factors of KSB, as this research focused only on two psychological factors, namely, PS and SP. The research may be further enriched by including additional factors and expanding the data collection to include more online learning institutions. Practical implications The results implied the importance of PS and SP perception to promoting KSB in online learning environments. The results highlighted an important message to universities and schools to be more concerned on students’ feeling safe personally and students’ awareness of others’ presence to maximize knowledge sharing activities in online class environment. Originality/value This paper revealed the importance of PS and SP to promote KSB in the higher education online learning community. To the best of the researchers’ knowledge, this is the first study to link PS and SP to KSB and identify the importance of the mediation effect of SP on the relationship between PS and KSB specifically in higher education online learning environment.

This research aims to identify and assess the project risks of online teaching in Indonesian higher education institutions during the COVID-19 crisis. Two analyses have been conducted using the project risk management approach. First, a triangulation analysis based on interviews with 35 online teaching stakeholders was implemented in order to construct a risk breakdown structure to identify major registered risks. Second, a risk assessment calculating the severity score of each registered risk was conducted using an online survey with 125 online teaching participants. The results of these analyses concluded that there were 11 registered risks, with the highest risk exposure in the technological area. In terms of risk criticality, inadequate Internet connection and an inconducive learning environment were selected as the most critical risks with the highest severity scores. These results imply the importance of focussing on the technological risk mitigation and strategy policies to prepare for future online learning projects after the COVID-19 crisis in Indonesia. Keywords: distance learning, online teaching, project risk management, risk breakdown, structure.

This study investigates the interplay between social presence, motivation, and knowledge sharing behaviour in the virtual learning environment. Sample for this research were 150 university students participated in online class sessions. A quantitative analysis was conducted by Structural Equation Modelling (SEM) with Partial Least Square (PLS) methods. The result showed that (1) there are positive effects between social presence on intrinsic motivation and knowledge sharing behaviour, (2) there is a positive effect between intrinsic motivation and knowledge sharing behaviour, (3) intrinsic motivation partially mediated the relationship between social presence and knowledge sharing behaviour, and (4) extrinsic motivation acts as predictor moderator on the relationship between social presence, intrinsic motivation, and knowledge sharing behaviour. These results implied the importance of students’ motivation and social presence perception to foster knowledge sharing in the mediated learning environment.