The Interplay of Information Literacy, Learning Facility, Learning Achievement & Motivation Toward Online Learning Experience During COVID-19 Crisis: PLS-SEM Approach
DOI:
https://doi.org/10.29240/ef.v5i1.2065Keywords:
learning experience, online learning, PLS-SEM, COVID-19Abstract
The COVID-19 crisis has forced the learning system in Indonesia from
face-to-face learning to online learning. This rapid transformation
presents various challenges, especially for universities in remote areas
such as Papua. This study aims to explore the factors that can influence
the students' learning experience. The research approach used is
quantitative with an analysis model of PLS-SEM. The data were obtained
using a simple random sampling technique from four universities in
Merauke, with 207 respondents. Four hypotheses were accepted, and
one hypothesis was rejected in this research. Online information literacy
experience and online learning facility perspective were affecting online
learning experience significantly. Meanwhile, the online learning facility
perspective significantly affecting online information literacy experience
and online learning achievement motivation. However, online learning
achievement motivation has a positive correlation but does not
contribute significantly to an online learning experience. This research
implies that higher education institutions can focus on factors that
significantly contribute to the student's learning experience to provide a
positive experience and increase online learning effectiveness,
especially during the COVID-19 crisis.
Keywords: learning experience, online learning, PLS-SEM, COVID-19
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