Need satisfaction and need dissatisfaction: A comparative study of online and face-to-face learning contexts

Wang, Cong; Hsu, Hui-Ching Kayla; Bonem, Emily; Moss, Jennifer D.; Yu, Shi; Nelson, David B.; Levesque‐Bristol, Chantal

doi:10.1016/j.chb.2019.01.034

Cited by 127 publications

(120 citation statements)

References 48 publications

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“…Banyak faktor yang memengaruhi kepuasan PJJ diantaranya: teknologi, konten edukasi, motivasi dan sikap (Navimipour & Zareie, 2015), tingkat kesiapan mahasiswa (Yilmaz, 2017), kesesuaian informasi dengan kebutuhan (Isaac et al, 2019), desain pembelajaran (Rienties & Toetenel, 2016), kualitas informasi (Pereira, Ramos, Gouvêa, & da Costa, 2015), pengalaman (Deshwal, Trivedi, & Himenshi, 2017). Jika mahasiswa memperoleh kepuasan pembelajaran online maka akan berpengaruh terhadap motivasi dan hasil pembelajaran (Wang, Hsu, Bonem, Moss, Yu, Nelson, & Levesque-Bristol, 2019;Kurucay & Inan, 2017), nilai yang dipersepsikan dan intensitas keberlanjutan (Nugroho, Setyorini, & Novitasari, 2019).…”

Section: Pendahuluanunclassified

Dampak pandemi Covid-19 terhadap kepuasan pembelajaran jarak jauh

Napitupulu

2020

jitp

121

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Pandemi Covid-19 saat ini berdampak pada perguruan tinggi. IAIN Padangsidimpuan sebagai salah satu institusi pendidikan tinggi negeri keagamaan Islam di Indonesia dituntut untuk mengikuti perubahan metode pembelajaran yaitu pembelajaran jarak jauh (PJJ) yang semula sepenuhnya dilakukan dengan tatap muka. Letak kampus yang berada di Bagian Selatan Sumatera Utara dengan asal mahasiswa yang beragam dan berada jauh dari perkotaan menjadi tantangan tersendiri bagi institusi. Penelitian ini menggunakan pendekatan kualitatif dengan analisis deskriptif. Jumlah informan 384 orang yang terdiri dari mahasiswa aktif Fakultas Ekonomi dan Bisnis Islam IAIN Padangsidimpuan yang dipilih secara acak. Berdasarkan hasil penelitian diketahui bahwa, meskipun mayoritas mahasiswa (95,8%) sudah memiliki perangkat untuk menjalani PJJ, namun di sisi lain mahasiswa merasa metode PJJ saat ini belum tepat karena mahasiswa merasa tidak dapat memantau perkembangan PJJ dengan mudah, tidak dapat memperoleh materi pembelajaran dengan mudah juga tidak dapat mempelajari materi dengan mudah. Secara keseluruhan, baik dari sisi teknologi maupun sisi dosen, mahasiswa tidak puas dengan metode PJJ yang dijalaninya saat ini dan juga merasa tidak puas dengan kemampuan dosen dalam menyampaikan materi pada PJJ. AbstractThe Covid19 pandemic is currently affecting universities. IAIN Padangsidimpuan as one of the institutions of Islamic religious state higher education in Indonesia is required to follow the changes in learning methods, namely distance learning (PJJ), which is from the beginning is fully face-to-face. The location of the campus in the Southern Part of North Sumatra with diverse origins of students and being far from urban areas is a challenge for institutions. This research uses a qualitative approach with descriptive analysis. The number of informants 384 people consisting of active students of the Faculty of Islamic Economics and Business were randomly selected. Based on the results of the study note that, although the majority of students (95.8%) already have the tools to undergo Distance Learning, on the other hand students feel the distance learning method is currently not appropriate because students feel unable to monitor the development of distance learning easily, cannot obtain learning material easily nor can study material easily. Overall, both in terms of technology and the Lecturer side, students are not satisfied with the distance learning method they are currently undergoing and also feel dissatisfied with the ability of the Lecturer to deliver material to distance learning.

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Section: Pendahuluanunclassified

Dampak pandemi Covid-19 terhadap kepuasan pembelajaran jarak jauh

Napitupulu

2020

jitp

121

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“…More than 10 years ago, when the big dropout problem became apparent, Roca and Gagné (2008) suggested that applying SDT to e-learning could be useful in predicting intentions to continue learning in the workplace. Since there may be differences in the role of basic need satisfaction in the motivation for online and offline learning (Wang et al, 2019), it is impossible to simply transfer the available data to the new conditions of digital education.…”

Section: Sdt In Predicting Motivation and Intentions To Continue Digimentioning

confidence: 99%

Psychological Aspects of Digital Learning: A Self-Determination Theory Perspective

Salikhova

Lynch

Salikhova

2020

CONTEMP EDUC TECHNOL

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The purpose of this article was to compile a general map of existing research on digital education from the Self-determination theory (SDT) perspective, in order to understand SDT's contribution to the emerging field of research on digital technologies in education, the methods used to advance this research, the gaps in existing research, and the development of the theory itself in this context. Methods include searching in databases or search engines and chaining from known research papers. Papers were classed as relevant if their primary focus was to explore the Self-determination theory perspective for digital education. Articles published over the past twelve years in leading scientific journals were analyzed and synthesized. Results show that this theory is actively used both in studies on digital education and in the development of training programs. It makes a significant contribution to solving the problem of continuing digital learning and its motivation, to predicting the academic success of students, to increasing teachers' motivation to use digital resources. The ideas of SDT have become an important reference point in various formats of digital education: MOOC, hybrid virtual classes, mobile applications, etc. The study found that digital education technologies provide many opportunities to satisfy the need for autonomy whereas they pose the greatest challenge to the need for relatedness. Research in the context of digital education provides new perspectives for the development of SDT, clarifying the relationships of basic needs among themselves. The materials presented in the article are useful for planning further research from the point of view of SDT, as well as for use in the development of digital educational resources. The scientific novelty of this study is to collate, highlight and generalize the directions of application of Selfdetermination theory in the rapidly developing field of digital education. As an original result, a new general map of the main areas of such research has been created. The review categorizes the literature into five different areas: predicting motivation and intentions to continue digital learning, predicting student academic success, combining SDT ideas with other theories in digital education research, application of SDT for creating online courses, and teachers' readiness to use digital education.

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“…Students can choose the courses according to their learning capability the learning characteristics. Cong Wang et al (2019) [13] have illustrated the application of Basic Psychological Needs Scale (BPNS) into an online learning environment. Their first study provided psychometric evidence for applying BPNS in online learning contexts.…”

Section: Literature Reviewmentioning

confidence: 99%

Utilizing Information and Communication Technology (ICT) Based Learning over Traditional Learning

Srivastava*,

Kumar,

Khare

2020

IJRTE

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Information and Communication Technology (ICT) based teaching always helps the learners to aware with new trends and technologies. The flexibility and ease of using this technology brings new dimensions to the learners. The effectiveness of the learning depends on the content of e-learning material and its proper organization. ICT based Teaching approaches provides better understanding of the subjects to the learners in descriptive ways. The E-learning contents may includes text, audio, video graphics and animation or the combination of all of the above .The performance of learners may be improve when learning materials includes Information and Communication Technology. There are various approaches to compare the effectiveness of learning. One of the method of comparing traditional teaching and ICT based teaching is pre-test, post-test intervention. In this paper pre-test, post-test intervention approaches of comparison of traditional and ICT based teaching / learning has been used. In this approach student’s t-Test is used to show the improvement on learning. Here, the t-value uses ‘-value statistical chart’ at 90% confidence level. The whole work is divided in to two sections; the former approach calculates the student’s performance in different subjects of computer science & engineering (CSE) with normal class room teaching while the latter approach calculated the student’s performance after ICT based learning. An experimental circumstance has been established for a group of 18 Post graduates students of computer science; for these purpose 10 different subjects of computer science has been taken in to considerations. When these students appeared in the test after normal teaching, their score were recorded.. When these students appeared in the test after ICT based teaching in the same subjects with the different set of question papers, their secured marks were again recorded. The t-test has been calculated with the help of the scores obtained by students using ICT based Teaching and normal class room teaching. This pre-test, post-test intervention provides better understanding of the subject in latter ICT based learning approaches. From experimental results of t-test we are in position to say that the ICT based learning approaches are better as compared to the normal traditional class room learning approaches.

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Need satisfaction and need dissatisfaction: A comparative study of online and face-to-face learning contexts

Cited by 127 publications

References 48 publications

Dampak pandemi Covid-19 terhadap kepuasan pembelajaran jarak jauh

Dampak pandemi Covid-19 terhadap kepuasan pembelajaran jarak jauh

Psychological Aspects of Digital Learning: A Self-Determination Theory Perspective

Utilizing Information and Communication Technology (ICT) Based Learning over Traditional Learning

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