外文文献
学生对COVID期间在线学习效果的感知19
STUDENTS’ PERCEPTION ON THE EFFECT OF ONLINE LEARNING DURING COVID 19
院(部)名称：计算机科学与技术学院
专 业：数据科学与大数据技术
班 级：
学生姓名：
学 号：
指导教师姓名：
指导教师职称：
2024年2月27日
STUDENTS’ PERCEPTION ON THE EFFECT OF ONLINE LEARNING DURING COVID 19
Abstract:The educational system across the world has been affected due to outbreak of Covid-19 pandemic, this new phenomenon forced teachers and students to do teaching and learning process from home. The purpose of writing this study was to investigate the students' perceptions of online learning has been implemented and the factors that influenced these perceptions. The instrument to collect the data was a questionnaire distributed using google form. The participants, 60 students of Sekolah Tinggi Teknologi Migas, filled the survey online to convey their perception on the effect of online learning during Covid-19. The finding of this study revealed that students positively accepted this new learning system although they have found some problems such as difficulty in using application and lack of the internet connection.
Keyword:Students’ Perception, Online Learning, The Covid-19
1. INTRODUCTION
The phenomenon of COVId-19 pandemic has made the largest disruption for the system of teaching and learning process history. In 2020, the United Nations stated that Covid-19 was affecting nearly 1.6 billion learners in more than 190 countries and all continents, closures of schools and other learning spaces have impacted 94 percent of the world’s student population. Corona virus outbreak has impacted the education sector, this pandemic caused educational gaps for children, teenagers, or adults. They are encouraged to do learning from home, including Indonesia’s education sector.
The closure of schools and school activities from primary to university level thorough Indonesia was also affecting STT-Migas Balikpapan, students were required to learn online from home because of the cessation of direct learning face to face in class to break the chain and exposure to the corona virus. The government across nations emphasized and encouraged the use of online resources to support students (Hasan & Khan, 2020).
Online learning is an option for conducting teaching and learning activities at home, this situation requires students and teacher to implement a suitable technology for online learning. The reasons of this adequacy are easy to used, learning adaptability and controllable environment. (Green & Hannon, 2007) said that most of learners have their empowered gadgets such as individual computers and mobile phones. They are utilizing these advanced gadgets for communication over formal and informal platforms of networking such as emails, blogging, etc. Some educators are exploring the use of more technologies such as mobile technologies, Moodle, WebCT or Blackboard to create hybrid course (Rodriguez et al., 2008)
There are some studies performed by researchers on the performance of online learning during Covid-19 pandemic. (Sari et al., 2020) found that student’s perception of online learning used varied media or application in course has a good category for implementation. Online learning was very helpful, even not entirely (Sujarwo et al, 2020). Different from Sari and Sujarwo, (Susila et al., 2020) said that some students got lack of the internet connection during online learning. In addition to Susila, (Nasution & Ahmad, 2020) discovered that students encountered difficulties in internet access, in communicating with lecturers, and in doing and collecting assignments when doing leaning online.
Students’ perspective
In teaching-learning activities, students’ perceptions give positive impact on the quality of interaction and communication. It is indicated that if the individual has a good view of something or other people, it will also benefit him/herself. Perception can also be considered an individual's interpretation of something (Amir et al., 2020). Perception is conveyed in the form of idea or action, human idea based on their experience. (Blake & Sekuler, 2006)
Online Learning
Online Learning is a form of education where students use their computer or hand phone through internet. It is becoming popular during Covid-19, most country in the world using online learning. Nambiar (2020) stated that online learning and classes are increasingly becoming part of the education system worldwide. Online channel has made education convenient and accessible by one and all. Online learning is a process teaching learning use some tools like Zoom, Whatsapp, Googlemeet etc (Singh & Thurman, 2019). Technological developments have led to more applications that support online learning, such as WhatsApp, google meet, google classroom, zoom, and Edmodo. Nasution & Ahmad (2020). Similarly Hasan & Khan (2020) continued wheels of learning, institutions, are switching to online mode of teaching and learning. The apps they used of video conferencing platforms such as WebEx,ZOOM, Google Meet, Say Namaste, as well as learning management systems like Moodle, Blackboard etc.
There are some studies performed by researchers on the performance of online learning during Covid-19 pandemic. (Sari et al., 2020) found that student’s perception of online learning used varied media or application in course has a good category for implementation. Online learning was very helpful, even not entirely (Sujarwo et al, 2020). Different from Sari and Sujarwo, (Susila et al., 2020) said that some students got lack of the internet connection during online learning. In addition to Susila, (Nasution & Ahmad, 2020) discovered that students encountered difficulties in internet access, in communicating with lecturers, and in doing and collecting assignments when doing leaning online.
In addition to those previous findings, this study aims at investigating the students’ perception on their online learning during COVID-19 pandemic. Meanwhile, the mentioned perspective could be an input for lecturers and institutions to improve online learning quality. Thus, the purpose of this study is to know the students’ perception on the effect of online learning during Covid-19
2. METHOD
The method of this study was a qualitative descriptive by focusing on survey to know the students’ perception on the effect of online learning during Covid-19. Gunawan, 2017 in Sujarwo, et al (2020) stated that Survey techniques are used to gather information from a number of people about a particular topic or issue. The number of populations were 60 second semester students of D3 Teknik Instrumentasi and Elektronika Migas and D3 Teknik Pengolahan Migas 2019/2020. The instrument in this study was a questionnaire that was obtained by google form. A questionnaire was utilized to collect data from sample to describe about perspective of using online learning during Covid-19. The questionnaire consisted of 12 questions adopted from Nasution & Ahmad (2020), as open-close-ended questionnaire. The analysis data was obtained by google form by analyzing participants’ respondents to know their perspective to use online learning, in order to obtain data needed, then data were analyzed and describe to obtain answer to questions.
3. FINDING AND DISCUSSION
Figure 1. Online Learning is Following Current Condition
Figure 1 showed that the percentage of students who chose strongly agree was 41,4%, agree was 55,5%, and disagree was 3,4%. The highest percentage was in agree category. It indicated that most of the students have been applying online learning during COVID-19 pandemic. Khan., et al (2021) believed that e-learning technology enables easy information access of study from any geographical location which is not possible in case of conventional face to face-learning.
Figure 2. Online Learning helps the smooth process of lectures
Figure 2 asking if online learning helps the smooth process of lectures showed that the percentage of students who chose strongly agree was 19%, agree was 53,4%, disagree was 25,9%, and strongly disagree was 1,9%. It indicated that some of the students agree that online learning helps smooth process of lecture. Djamdjuri and Kamilah (2020) stated that teaching and learning online activities which utilizes various kinds of technology as learning media so that teaching and learning is carried out properly and smoothly.
Figure 3. Burdened with Quota Online
Figure 3 showed that the percentage of students who chose strongly agree was 25,5%, agree was 44,1%, and disagree was 30,3%. We got a very large percentage (69.1%) when combining the students’ answer of agree and strongly agree. It can be concluded that the students need extra financial burden for internet quota. Similar to Naserly (2020) who also found that the use of some apps like using cloud zoom meeting for online learning has the disadvantage of wasteful internet quota.
Figure 4. Signal Quality hinders in online lectures
Figure 4 showed the analysis of question number 4 regarding signal quality in online lectures. The percentage of students who chose mostly agree was 55.9%, strongly agree was 25.4%, disagree was 15,3% and strongly disagree was 3,4%. It revealed that the students find signal difficulties in doing online learning. They reported that they were sometimes unable to attend the class during online classes due to network issue, error connection, poor audio, and video quality (Nambiar, 2020).
Figure 5. The suitability of online course material with syllabus
Figured 5 about the suitability of online course material with syllabus showed that 20,7% of students chose strongly agree, 72,4% students chose agree, and 6,9 % chose disagree. This analysis informed us that mostly teaching learning online in STT-Migas was suitable with syllabus. Appropriate lecture materials will affect student learning outcomes (Khoza, 2013)
Figure 6. Understand the material provided by the lecturer in online lectures
In the sixth questions regarding understand material provided by the lecturer during online learning, 13,1% students chose strongly agree, 66,1% students chose agree, 16,9% students chose disagree, and 3,4% students chose strongly disagree. It can be inferred that more than half of the students understood the material better.
Figure 7. Difficulty to handle time in online learning
Figure 7 about the question difficulty to handle time to teach online informed that 5 students or 8,6% chose strongly agree, 29 students or 50% chose agree, 22 students or 37,9% chose disagree, and 2 students or 3,4 % chose strongly disagree. In this question, the most dominant answer was agree; the students encountered difficulties in managing lecture time.
Figure 8. Difficulty communicating with lectures during online lectures
Figure 8 about difficulty communicating with lectures during online lectures showed that 7 students or 11,9% answered strongly agree, 33 students or 55,9% answered agree, and 19 students or 32,2% answered disagree. It indicated that the students got difficulty in communicating with the lecture.
Figure 9. Difficulty finding references or reading material in online learning
Figure 9 about difficulty finding references or reading material during online learning described that 11 students or 18,6% answered strongly agree, 24 students or 40,7% answered agree, 20 students or 33,9% answered disagree, and 4 students or 18,6% answered strongly disagree. It can be inferred that they found difficulty in finding reference or reading material during online learning.
Figure 10. Difficulty in doing assignment during online lectures
Based on the Figured 10 about difficulty in doing assignment during online lectures, we discovered that 16,9% students chose strongly agree, 45,8% students chose agree, 28,8% students chose disagree, and 8,5% students chose strongly disagree. From the analysis we concluded that it was difficult for the students to do assignment.
Figure 11. Difficulty using online applications
In the eleventh question about difficulty using online application, the students chose strongly agree was 6,9%, the students chose agree was 44,8%, the students chose disagree was 44,8%, and the students chose strongly disagree was 3,4%. Based on these results, we found that 26 students were agree that the online application was difficult while 26 students were disagree about it.
Figure 12. Trouble collecting assignments during online lectures
Based on the Figured 12 about trouble collecting assignments during online lectures in doing assignment during online lectures, 10 students or 16,9% chose strongly agree, 22 students or 37,3% chose agree, 25 students or 42,4% chose disagree, and 10 students or 16,9% chose strongly disagree. It concluded that the students did not have any trouble in collecting assignment. For more details, all questions and the frequency of student answers can be seen in table 1.
Table 1. The Result of Students Perception of Online Learning
This discussion was derived from the data analysis that explained in the previous section. Based on the findings, the results of this study showed that the most items chosen in three questions were item 4, 5, and 6. The students believed that online learning mode provided them flexibility to study at the time convenient to the learner. Therefore, necessary measures should be adopted for improving the quality of online learning to help with better learning of students during the phase of Covid-19 pandemic. In other side, online learning was carried out in the COVID-19 pandemic, as well as the institutional difficulties that students faced, such as good internet connectivity, financial issues, and the introduction of online learning for students. This finding is in line with (Sujarwo et al., 2020), in their results showed that online learning has been well accepted by the students, they found to be inclined toward online learning tools interact with each other and educator as well. Although have negative factors such as lack of financial supports and internet access availability.
4. CONCLUSION
This result of this study indicated that online learning technology enabled students to access easy information leading to positive attitude formation of students towards it. The study affirmed the usefulness of online learning such as ease of study from any geographical location which is not possible in case of conventional face to face-learning, suitability with the syllabus and understand material clearly. They considered online learning to be very helpful, although not entirely efficient such as trouble collecting assignment, poor connectivity, burdened with quota online etc. For future researcher who have the same interest to find out students’ perception on the effect of online learning during Covid-19, the result of this study is expected to lead the next researcher who conduct a similar topic of research as the reference or comparison that might relevant to their researchers. Furthermore, they are expected to focus their study on more rigorous data analysis method, involve more subjects and contrasting more variables.
5. REFERENCES
Amir, M. F., Fediyanto, N., Rudyanto, H. E., Nur Afifah, D. S., & Tortop, H. S. (2020). Elementary students’ perceptions of 3Dmetric: A cross-sectional study. Heliyon, 6(6), e04052. https://doi.org/10.1016/j.heliyon.2020.e04052
Djamdjuri, D. S., & Kamilah, A. (2020). WHATSAPP MEDIA IN ONLINE LEARNING DURING COVID-19 PANDEMIC. Journal Title Not Provided, 14(2), 69–74. Note: Journal title is missing in the original reference.
Green, H., & Hannon, C. (2007). Their Space: Education for a digital generation. Young People Are Spending Their Time in a Space Which Adults Find Difficult to Supervise or Understand (DEMOS). Report.
Hasan, N., & Khan, N. H. (2020). ONLINE TEACHING-LEARNING DURING COVID-19 PANDEMIC: STUDENTS’ PERCEPTIONS. Unpublished manuscript. October.
Khan, M. A., Nabi, M. K., Khojah, M., & Tahir, M. (2021). Students’ Perception towards E-Learning during COVID-19 Pandemic in India: An Empirical Study. Unpublished manuscript, 1–14.
Khoza, S. B. (2013). Learning Outcomes as understood by ‘Publishing Research’ facilitators at a South African university. Mevlana International Journal of Education, April, 1–11. https://doi.org/10.13054/mije.13.09.3.2
Nambiar, D. (2020). The impact of online learning during COVID-19: Students’ and teachers’ perspective. Journal Title Not Provided, 8(2), 94. https://doi.org/10.25215/0802.094 Note: Journal title is missing in the original reference.
Naserly, M. K. (2020). Implementasi Zoom, Google Classroom, Dan Whatsapp Group Dalam Mendukung Pembelajaran Daring (Online) Pada Mata Kuliah Bahasa Inggris Lanjut. Journal of Chemical Information and Modeling is incorrect for this context; likely a placeholder or error. Correct Journal Title Not Provided. 4(2), 155–165. https://jurnal-dikpora.jogjaprov.go.id/index.php/jurnalideguru/article/view/129 Note: Correct journal title should be provided.
Nasution, A. K. P., & Ahmad, N. Q. (2020). STUDENT PERCEPTIONS OF ONLINE LEARNING DURING THE COVID-19 PANDEMIC. Jurnal As-Salam, 4(2), 195–204. https://doi.org/10.37249/as-salam.v4i2.219
Rodriguez, M. C., Ooms, A., & Montañez, M. (2008). Students’ perceptions of online-learning quality: Given comfort, motivation, satisfaction, and experience. Journal of Interactive Online Learning, 7(2), 105–125.
Sari, W. P., Pramesti, D., & Kusuma, A. I. (2020). Student’s perception of online learning in pandemic. In Proceedings of the International Webinar on Education 2020 (pp. 201–207).
Singh, V., & Thurman, A. (2019). How Many Ways Can We Define Online Learning? A Systematic Literature Review of Definitions of Online Learning (1988-2018). American Journal of Distance Education, 33(4), 289–306. https://doi.org/10.1080/08923647.2019.1663082
Sujarwo, S., Sukmawati, S., Akhiruddin, A., Ridwan, R., & Suharti Siradjuddin, S. S. (2020). An Analysis of University Students’ Perspective on Online Learning in the Midst of Covid-19 Pandemic. Jurnal Pendidikan Dan Pengajaran, 53(2), 125. https://doi.org/10.23887/jpp.v53i2.24964
Susila, H. R., Qosim, A., & Rositasari, T. (2020). Students’ Perception of Online Learning in Covid-19 Pandemic: A Preparation for Developing a Strategy for Learning from Home. Unpublished manuscript. November. https://doi.org/10.13189/ujer.2020.082240
Note: Some references were missing journal titles or were noted as unpublished manuscripts. In such cases, I've included notes indicating the missing information or the status of the publication. Additionally, one reference had an incorrect journal title listed (Naserly, 2020), and I've included a note indicating that the correct journal title should be provided.
学生对COVID期间在线学习效果的感知19
摘要：由于新冠肺炎疫情的爆发，世界各地的教育系统都受到了影响，这一新现象迫使教师和学生在家进行教学。本研究旨在调查学生对在线学习的看法以及影响这些看法的因素。收集数据的工具是使用谷歌表格分发的问卷。参与者是Sekolah Tinggi Teknologi Migas的60名学生，他们在网上填写了调查问卷，以传达他们对新冠肺炎期间在线学习效果的看法。这项研究的结果表明，尽管学生们发现了一些问题，如使用应用程序困难和缺乏互联网连接，但他们积极接受了这种新的学习系统。
关键词：学生感知、在线学习、新冠肺炎
1.引言
新冠肺炎大流行的现象对教学系统和学习过程历史造成了最大的破坏。2020年，联合国表示，新冠肺炎影响了190多个国家和各大洲的近16亿学生，学校和其他学习场所的关闭影响了世界94%的学生。冠状病毒爆发影响了教育部门，这场疫情造成了儿童、青少年或成年人的教育差距。鼓励他们在家学习，包括印尼的教育部门。
印度尼西亚从小学到大学的学校和学校活动的全面关闭也影响了STT Migas Balikpapan，学生被要求在家在线学习，因为课堂上停止了直接面对面学习以打破链条并接触冠状病毒。各国政府都强调并鼓励使用在线资源来支持学生（Hasan&Khan，2020）。
在线学习是在家进行教学和学习活动的一种选择，这种情况要求学生和教师实施合适的在线学习技术。这种充分性的原因是易于使用、学习适应性和可控环境。（Green&Hannon，2007）表示，大多数学习者都有自己的电子设备，如个人电脑和手机。他们正在利用这些先进的小工具通过电子邮件、博客等正式和非正式的网络平台进行交流。一些教育工作者正在探索使用更多的技术，如移动技术、Moodle、WebCT或Blackboard，来创建混合课程（Rodriguez等人，2008）
研究人员对新冠肺炎大流行期间在线学习的表现进行了一些研究。（Sari等人，2020）发现，学生对课程中使用各种媒体或应用程序的在线学习的看法有一个很好的实施类别。在线学习非常有用，甚至不完全有用（Sujarwo等人，2020）。与Sari和Sujarwo不同，（Susila等人，2020）表示，一些学生在在线学习过程中缺乏互联网连接。除了苏茜拉，（Nasution&Ahmad，2020）还发现，学生在上网、与讲师沟通以及在线学习时做作业和收集作业时都遇到了困难。
学生视角
在教学活动中，学生的感知对互动和交流的质量有积极的影响。它表明，如果个人对某事或其他人有很好的看法，这也会使他/她受益。感知也可以被视为个人对某事的解释（Amir等人，2020）。感知以想法或行动的形式传达，人类的想法基于他们的经验。（Blake&Sekuler，2006）
在线学习
在线学习是一种教育形式，学生通过互联网使用电脑或手机。在新冠肺炎期间，它越来越流行，世界上大多数国家都在使用在线学习。Nambiar（2020）表示，在线学习和课堂正日益成为全球教育体系的一部分。在线渠道使教育变得方便，人人都能接受。在线学习是一个使用Zoom、Whatsapp、Googlemeet等工具进行教学的过程（Singh&Thurman，2019）。技术发展带来了更多支持在线学习的应用程序，如WhatsApp、谷歌meet、谷歌课堂、zoom和Edmodo。Nasution&Ahmad（2020）。同样，Hasan&Khan（2020）继续推动学习，机构正在转向在线教学模式。他们使用的应用程序包括WebEx、ZOOM、Google Meet、Say Namaste等视频会议平台，以及Moodle、Blackboard等学习管理系统。
研究人员对新冠肺炎大流行期间在线学习的表现进行了一些研究。（Sari等人，2020）发现，学生对课程中使用各种媒体或应用程序的在线学习的看法有一个很好的实施类别。在线学习非常有用，甚至不完全有用（Sujarwo等人，2020）。与Sari和Sujarwo不同，（Susila等人，2020）表示，一些学生在在线学习过程中缺乏互联网连接。除了苏茜拉，（Nasution&Ahmad，2020）还发现，学生在上网、与讲师沟通以及在线学习时做作业和收集作业时都遇到了困难。
除了之前的研究结果外，本研究旨在调查新冠肺炎大流行期间学生对在线学习的看法。同时，上述观点可以为讲师和机构提高在线学习质量提供参考。因此，本研究的目的是了解新冠肺炎期间学生对在线学习效果的感知。
2.方法
本研究采用定性描述的方法，重点调查学生对新冠肺炎期间在线学习效果的认知。Gunawan，2017年在Sujarwo等人（2020年）的研究中指出，调查技术用于从许多人那里收集有关特定主题或问题的信息。人数为2019/2020学年D3 Teknik Instrumentasi和Elektronika Migas以及D3 Teknik Pengolahan Migas的60名第二学期学生。本研究的工具是一份通过谷歌表格获得的问卷。问卷用于收集样本数据，描述新冠肺炎期间使用在线学习的观点。问卷由Nasution&Ahmad（2020）的12个问题组成，作为开放式封闭式问卷。分析数据是通过谷歌表格获得的，通过分析参与者的受访者来了解他们使用在线学习的观点，以获得所需的数据，然后对数据进行分析和描述，以获得问题的答案。
3.发现和讨论
图1 在线学习符合现状
图1显示，选择强烈同意的学生比例为41.4%，同意的为55.5%，不同意的为3.4%。同意类别的百分比最高。它表明，大多数学生在新冠肺炎大流行期间一直在申请在线学习。可汗（2021）认为，电子学习技术可以从任何地理位置轻松获取学习信息，这在传统的面对面学习中是不可能的。.
图2 在线学习有助于讲座的顺利进行
图2询问在线学习是否有助于讲座的顺利进行，结果显示，选择强烈同意的学生比例为19%，同意为53.4%，不同意为25.9%，强烈不同意为1.9%。这表明，一些学生同意在线学习有助于讲座的顺利进行。Djamdjuri和Kamilah（2020）表示，在线教学活动利用各种技术作为学习媒介，使教学得以正确顺利地进行。
图3 在线配额负担
图3显示，选择强烈同意的学生比例为25.5%，同意的为44.1%，不同意的为30.3%。当将学生的同意和强烈同意的答案结合起来时，我们得到了很大的比例（69.1%）。可以得出结论，学生需要为互联网配额承担额外的经济负担。Naserly（2020）也发现，使用一些应用程序，如使用云缩放会议进行在线学习，存在浪费互联网配额的缺点。
图4 在线讲座中的信号质量问题
图4显示了关于在线讲座中信号质量的问题4的分析。选择最同意的学生比例为55.9%，强烈同意的学生为25.4%，不同意的学生占15.3%，强烈不同意的比例为3.4%。调查显示，学生在进行在线学习时发现了信号困难。他们报告说，由于网络问题、连接错误、音频和视频质量差，他们有时无法在在线课堂上上课（Nambiar，2020）。
图5 在线课程材料与教学大纲的适用性
关于在线课程材料与教学大纲的适用性的图5显示，20.7%的学生选择强烈同意，72.4%的学生选择同意，6.9%的学生选择不同意。这项分析告诉我们，STT Migas的在线教学大多适合教学大纲。适当的讲座材料将影响学生的学习成果（Khoza，2013）。
图6 了解讲师在在线讲座中提供的材料
在关于在线学习期间讲师提供的理解材料的第六个问题中，13.1%的学生选择强烈同意，66.1%的学生选择同意，16.9%的学生选不同意，3.4%的学生选择非常不同意。可以推断，超过一半的学生对材料的理解更好。
图7 在线学习中处理时间的困难
关于在线教学时间处理困难的问题，图7显示，5名学生（8.6%）选择强烈同意，29名学生（50%）选择同意，22名学生（37.9%）选择不同意，2名学生（3.4%）选择强烈不同意。在这个问题上，最主要的答案是同意；学生们在管理上课时间方面遇到了困难。
图8 在线讲座期间与讲座沟通困难
关于在线讲座中与讲座沟通困难的图8显示，7名学生（11,9%）的回答非常同意，33名学生（55,9%）回答同意，19名学生（32.2%）回答不同意。这表明学生们很难与讲座交流。
图9 在在线学习中很难找到参考文献或阅读材料
关于在线学习中查找参考文献或阅读材料的困难的图9描述了11名学生（18.6%）的回答非常同意，24名学生（40.7%）的回答同意，20名学生（33.9%）的回答不同意，4名学生（28.6%）的答案非常不同意。可以推断，他们在在线学习期间很难找到参考或阅读材料。
图10 在线讲座作业困难
基于图10关于在线讲座中做作业的难度，我们发现16.9%的学生选择强烈同意，45.8%的学生选择同意，28.8%的学生决定不同意，8.5%的学生决定强烈不同意。从分析中我们得出结论，学生们很难做作业。
图11 难以使用在线应用程序
在关于在线申请使用困难的第十一个问题中，学生选择强烈同意的占6.9%，选择同意的占44.8%，选择不同意的占44,8%，选择强烈不同意的为3.4%。基于这些结果，我们发现26名学生同意在线申请很难，而26名学生不同意。
图12 在线讲座期间收集作业时遇到问题
根据图12关于在线讲座期间在做在线讲座作业时收集作业的困难，10名学生或16.9%的学生选择强烈同意，22名学生或37.3%的学生选择同意，25名学生或42.4%的学生选择不同意，10名同学或16.9%选择强烈不同意。它得出的结论是，学生们在收集作业方面没有任何困难。有关更多详细信息，所有问题和学生答案的频率见表1。
表1 学生在线学习感知的结果
此讨论源于上一节中解释的数据分析。根据研究结果，本研究的结果表明，在三个问题中选择的最多项目是项目4、5和6。学生们认为，在线学习模式为他们提供了在学习者方便的时间学习的灵活性。因此，应采取必要措施提高在线学习质量，以帮助学生在新冠肺炎大流行期间更好地学习。另一方面，在线学习是在新冠肺炎大流行期间进行的，以及学生面临的体制困难，如良好的互联网连接、财务问题和为学生引入在线学习。这一发现与（Sujarwo等人，2020）一致，他们的研究结果表明，在线学习已被学生广泛接受，他们发现在线学习工具倾向于相互交流，教育者也倾向于在线学习。虽然有负面因素，如缺乏资金支持和互联网接入可用性。
4.结论
这项研究的结果表明，在线学习技术使学生能够轻松获取信息，从而形成学生对信息的积极态度。该研究肯定了在线学习的有用性，例如从任何地理位置学习都很容易，这在传统的面对面学习中是不可能的，与教学大纲的适用性以及对材料的清晰理解。他们认为在线学习非常有帮助，尽管不是完全有效，比如收集作业有困难、连接不良、在线配额负担重等。对于未来有同样兴趣了解学生对新冠肺炎期间在线学习效果的看法的研究人员来说，这项研究的结果有望引导下一位进行类似研究主题的研究人员，作为可能与他们的研究人员相关的参考或比较。此外，他们预计将把研究重点放在更严格的数据分析方法上，涉及更多的学科，对比更多的变量。
参考文献
Amir, M. F., Fediyanto, N., Rudyanto, H. E., Nur Afifah, D. S., & Tortop, H. S. (2020). Elementary students’ perceptions of 3Dmetric: A cross-sectional study. Heliyon, 6(6), e04052. https://doi.org/10.1016/j.heliyon.2020.e04052
Djamdjuri, D. S., & Kamilah, A. (2020). WHATSAPP MEDIA IN ONLINE LEARNING DURING COVID-19 PANDEMIC. Journal Title Not Provided, 14(2), 69–74. Note: Journal title is missing in the original reference.
Green, H., & Hannon, C. (2007). Their Space: Education for a digital generation. Young People Are Spending Their Time in a Space Which Adults Find Difficult to Supervise or Understand (DEMOS). Report.
Hasan, N., & Khan, N. H. (2020). ONLINE TEACHING-LEARNING DURING COVID-19 PANDEMIC: STUDENTS’ PERCEPTIONS. Unpublished manuscript. October.
Khan, M. A., Nabi, M. K., Khojah, M., & Tahir, M. (2021). Students’ Perception towards E-Learning during COVID-19 Pandemic in India: An Empirical Study. Unpublished manuscript, 1–14.
Khoza, S. B. (2013). Learning Outcomes as understood by ‘Publishing Research’ facilitators at a South African university. Mevlana International Journal of Education, April, 1–11. https://doi.org/10.13054/mije.13.09.3.2
Nambiar, D. (2020). The impact of online learning during COVID-19: Students’ and teachers’ perspective. Journal Title Not Provided, 8(2), 94. https://doi.org/10.25215/0802.094 Note: Journal title is missing in the original reference.
Naserly, M. K. (2020). Implementasi Zoom, Google Classroom, Dan Whatsapp Group Dalam Mendukung Pembelajaran Daring (Online) Pada Mata Kuliah Bahasa Inggris Lanjut. Journal of Chemical Information and Modeling is incorrect for this context; likely a placeholder or error. Correct Journal Title Not Provided. 4(2), 155–165. https://jurnal-dikpora.jogjaprov.go.id/index.php/jurnalideguru/article/view/129 Note: Correct journal title should be provided.
Nasution, A. K. P., & Ahmad, N. Q. (2020). STUDENT PERCEPTIONS OF ONLINE LEARNING DURING THE COVID-19 PANDEMIC. Jurnal As-Salam, 4(2), 195–204. https://doi.org/10.37249/as-salam.v4i2.219
Rodriguez, M. C., Ooms, A., & Montañez, M. (2008). Students’ perceptions of online-learning quality: Given comfort, motivation, satisfaction, and experience. Journal of Interactive Online Learning, 7(2), 105–125.
Sari, W. P., Pramesti, D., & Kusuma, A. I. (2020). Student’s perception of online learning in pandemic. In Proceedings of the International Webinar on Education 2020 (pp. 201–207).
Singh, V., & Thurman, A. (2019). How Many Ways Can We Define Online Learning? A Systematic Literature Review of Definitions of Online Learning (1988-2018). American Journal of Distance Education, 33(4), 289–306. https://doi.org/10.1080/08923647.2019.1663082
Sujarwo, S., Sukmawati, S., Akhiruddin, A., Ridwan, R., & Suharti Siradjuddin, S. S. (2020). An Analysis of University Students’ Perspective on Online Learning in the Midst of Covid-19 Pandemic. Jurnal Pendidikan Dan Pengajaran, 53(2), 125. https://doi.org/10.23887/jpp.v53i2.24964
Susila, H. R., Qosim, A., & Rositasari, T. (2020). Students’ Perception of Online Learning in Covid-19 Pandemic: A Preparation for Developing a Strategy for Learning from Home. Unpublished manuscript. November. https://doi.org/10.13189/ujer.2020.082240
Note: Some references were missing journal titles or were noted as unpublished manuscripts. In such cases, I've included notes indicating the missing information or the status of the publication. Additionally, one reference had an incorrect journal title listed (Naserly, 2020), and I've included a note indicating that the correct journal title should be provided.
