Menilai Sikap Siswa Tahun Pertama (Mahasiswa Baru) Menuju eLearning
Sari
Kurangnya kesamaan dalam sikap pembelajar dan dosen sehubungan dengan penggunaan sumber daya online atau eLearning bersama dengan e-Metodologi tetap ada, meskipun ada kemajuan teknis. Para penulis telah mengembangkan dan mengelola kuesioner untuk menilai sikap dan persepsi peserta didik yang relevan (n = 60) terhadap instruksi online di Lembaga swasta, yaitu, Rajeev Gandhi Memorial College of Engineering and Technology (RGMCET) di India, sebuah lembaga yang mapan di negara ini. Tanggapan terhadap dua puluh item menjadi sasaran analisis faktor eksploratori dengan beberapa faktor yang muncul diberi label sebagai sumber daya teknis, self-efficacy, penyelarasan strategis, dan kesesuaian kontekstual. Perbedaan ditemukan antara program Ilmu Komputer dan Teknik (CSE) dan Teknik Elektronik dan Komunikasi (ECE) dengan eLearning online dan instruksi dan durasi pembelajaran. Hubungan antar faktor termasuk efikasi diri internet dan implikasi praktis yang mencakup desain Kursus dan fasilitas Internet.
Kata kunci: eLearning, ICT, pendidikan, sikap peserta, teknik komputer, wawancara terstruktur
Abstract
The lack of similarity in the attitudes of learners and teachers with respect to using online or eLearning resources along with e-Methodologies persist, despite technical advances. The authors have developed and administered a questionnaire to assess pertinent attitudes and perceptions of learners (n=60) toward online instruction at a private Institution, namely, the Rajeev Gandhi Memorial College of Engineering and Technology (RGMCET) at India, an institution that is well-established in the country. Responses to twenty items were subjected to exploratory factor analysis with a few factors emerging labeled as technical resources, self-efficacy, strategic alignment, and contextual suitability. Differences were found between the programs of Computer Science and Engineering (CSE) and Electronic and Communication Engineering (ECE) with online eLearning and instruction and the duration of learning. Relationships among factors include Internet self-efficacy and practical implications which include Course design and Internet facilities.
Keywords: Computer Science, Education, eLearning, ICT, Learners’ attitude, structured interview
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DOI: https://doi.org/10.31294/ijcit.v3i1.3757
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