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1 – 6 of 6Ridwan Daud Mahande, Jasruddin Daud Malago, Nurul Mukhlisah Abdal and Yasdin Yasdin
This paper aims to identify and discuss factors affecting students’ performance in web-based learning (WBL) during the COVID-19 pandemic.
Abstract
Purpose
This paper aims to identify and discuss factors affecting students’ performance in web-based learning (WBL) during the COVID-19 pandemic.
Design/methodology/approach
This study uses a quantitative method to analyze data collected using an online structured questionnaire. Responses were gathered from undergraduate students (n = 270) studying engineering education at a university in Indonesia. A measurement analysis is used to validate the instruments, and structural equation modeling is used to examine the associations among constructs.
Findings
Attitude, anxiety and motivation affected students’ performance in WBL. Motivation played an essential role in influencing WBL. The results also showed equal opportunities between men and women in WBL.
Research limitations/implications
This research may provide a foundation for future research designing WBL in higher education. This study provides valuable insights in policy formulation and an effective web-based e-learning design by considering students’ personal characteristics potentially affecting WBL performance.
Originality/value
This study identifies factors influencing students’ performance in WBL. Furthermore, it added students’ genders to explore the moderating effect on the model.
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Keywords
Yasdin Yasdin and Muksin Muksins
This study aims to explore vocational education as stated in the basic constitution, law, government and ministerial regulations in the Indonesian context. This study aims to…
Abstract
Purpose
This study aims to explore vocational education as stated in the basic constitution, law, government and ministerial regulations in the Indonesian context. This study aims to outline the Indonesian vocational education paradigm based on regulatory documents.
Design/methodology/approach
This research uses a qualitative document analysis approach by extracting vocational themes regarding senior high school and higher education from the available documents. The keywords used for document document analysis are education, vocational school and vocational higher education. These words are forced to be used to distinguish the types and levels that exist in Indonesian education.
Findings
The findings of this study identified that the political paradigms of vocational education, such as equality and justice, naming (regulative), purpose and life skills, the curriculum of local cultural value, decentralized authority, link and match and future paradigms are important themes raised in this study. This is a study to explore the politics of Vocational High School and Vocational Higher Education in Indonesia.
Research limitations/implications
The vocational education policy documents in Indonesia that were analyzed may have been forgotten. As a result, the forgotten documents are not included in the analysis document. Forgotten interpretations and documents are part of the limitations of this research.
Practical implications
It is hoped that the findings of this research will have an impact on improving vocational education policies in Indonesia. This can also be a comparison for other countries in looking at vocational education paradigms and policies. In general, these research findings can help in improving vocational education policies. However, this research still has limitations in terms of the number of documents analyzed.
Originality/value
This study contributes to the promotion and political debate of vocational education nationally and internationally. The study further explores how interest groups are taking a role in achieving Vocational High School and Vocational Higher Education policies that are compatible with today’s needs and demands.
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Yasdin Yasdin, Syafiuddin Parenrengi, Hasriani Hasriani and Ridwan Daud Mahande
The purpose of this study was to discuss the history and political development of vocational education in Indonesia began before independence until independence era.
Abstract
Purpose
The purpose of this study was to discuss the history and political development of vocational education in Indonesia began before independence until independence era.
Design/methodology/approach
Analysis of related documents and literature was used to explore the policies and politics of vocational education in Indonesia. Some documents traced were in the form of laws and regulations and previous writings related to the politics and policies of vocational education in Indonesia.
Findings
The politics of vocational education at this time reinforces identity politics in the form of the language of instruction in the politics of vocational education. In addition, the school curriculum at this time tried to accommodate the interests of the colonizers. Change slowly occurred when Indonesia declared independence, and vocational education slowly underwent changes and development. Apart from still strengthening its identity in the form of language, culture and social structure, Indonesian vocational education has also been oriented toward the development of the country.
Research limitations/implications
Although the author has identified Indonesia's vocational education policies and politics, several things still require further investigation, especially the impact of culture in politics and vocational education policies including the contribution of community conditions.
Practical implications
The findings of this paper can potentially raise interest in the politics of vocational education because of the many interest groups involved.
Social implications
The findings can contribute in the conversion of interests between interest groups to allocated educational resources, both human resources and budgetary resources.
Originality/value
This paper not only describes aspects of Indonesian history and identity in vocational education and the politics of vocational education which were conducted previous studies but also provides information on strategies for converting interests between groups in the interests of vocational education.
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Ridwan Daud Mahande, Nurul Mukhlisah Abdal and Nasir Nasir
This paper aims to investigate the effect of learning styles on HyFlex learning towards equity of learning in higher education.
Abstract
Purpose
This paper aims to investigate the effect of learning styles on HyFlex learning towards equity of learning in higher education.
Design/methodology/approach
A quantitative approach was used, with data collection through a structured online questionnaire. The study participants were undergraduate students (n = 451) studying at various public and private universities in Indonesia. Measurement analysis is used to test the validity of the instrument used. Analysis of structural equations is used to test the relationships between the constructs under study.
Findings
Survey instruments have satisfactory internal validity and consistency. The learning style of students in higher education positively influences the use of HyFlex’s three learning modalities. All three modalities of HyFlex learning positively affect learning equity, especially the asynchronous online modality. However, the synchronous online effect is insignificant. Active/reflective learning styles only affect face-to-face mode but do not significantly affect the two online modalities, synchronous and asynchronous. Some of the learning style dimensions have an indirect effect on equity through three HyFlex learning modalities. Face-to-face and online asynchronous mediate well the indirect relationship between learning style and equity. The impact of gender and higher education status was not shown to strengthen the relationship between learning styles, HyFlex learning modalities and equity.
Research limitations/implications
This study will provide valuable understanding for lecturers, educators and developers to adapt and develop HyFlex learning strategies based on the positive dimensions of the Felder–Silverman learning style that can support equitable and inclusive learning. The study forms a foundation for researchers to investigate more constructs that could improve HyFlex learning in future studies.
Originality/value
This research is a pioneer in using learning styles to investigate trends in using three HyFlex learning modalities, particularly emphasising modalities that can provide equitable learning.
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Ai Na Seow, Siew Yong Lam, Yuen Onn Choong and Chee Keong Choong
The purpose of this study is to investigate students’ attitudes, self-efficacy and emotional behaviour associated with online learning and the effectiveness of online learning.
Abstract
Purpose
The purpose of this study is to investigate students’ attitudes, self-efficacy and emotional behaviour associated with online learning and the effectiveness of online learning.
Design/methodology/approach
A research model was formulated and analysed with the structural equation modelling technique. The respondents consist of 843 students pursuing their studies at a private university’s foundation, undergraduate and postgraduate levels. A two-step systematic approach was used using the SmartPLS version 3 software to conduct statistical analysis and draw meaningful insights.
Findings
The study’s findings have demonstrated that students’ attitudes and self-efficacy exhibit a positive relationship with online learning behaviour (OLB). It is observed that the students’ emotions are related to online learning effectiveness (OLE) and mediate the relationship between OLB and OLE. Furthermore, OLB partially mediates the relationship between attitude and OLE and between self-efficacy and OLE.
Research limitations/implications
The operational instructions and digital resources have proven to be highly effective in providing valuable learning experiences to the students. As a result, the students are now expanding and applying their new encounters to a broader range of learning opportunities. This study has provided valuable insights for stakeholders, including scholars, higher education institutions and the Ministry of Higher Education, in providing the ideas of online learning or Web-based education.
Originality/value
The originality of this study sheds light on the role of OLB as a mediator. It was underlined that emotion is critical in improving students’ OLE. Thus, students’ attitudes and self-efficacy have been essential in reassuring OLB and enhancing OLE.
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This paper aims to use a quantitative approach to explore the role of online learning behavior in students’ academic performance during the COVID-19 pandemic. Specifically, the…
Abstract
Purpose
This paper aims to use a quantitative approach to explore the role of online learning behavior in students’ academic performance during the COVID-19 pandemic. Specifically, the authors probe its mediating effect in the relationship between student motivation (extrinsic and intrinsic) and academic performance in a blended learning context.
Design/methodology/approach
Survey data were collected from 148 students taking an organizational behavior course at one Chinese university. The data were paired and analyzed through regression analysis.
Findings
The results show that students should actively engage in online learning behavior to maximize the effects of blended learning. Extrinsic motivation was found to positively influence academic performance both directly and indirectly through online learning behavior, while intrinsic motivation affected academic performance only indirectly.
Originality/value
Through paired data on extrinsic and intrinsic motivation, online learning behavior and academic performance, this study provides a more nuanced understanding of how online learning behavior affects the focal relationship, and it advances research on the mechanisms underlying the focal relationship. Practitioners should enhance students’ online learning behavior to boost blended learning effects during the COVID-19 pandemic.
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