Lecturers’ experiences of online learning communication in Indonesia during the COVID-19 pandemic: A phenomenological study

Abstract

Background Indonesia is currently implementing educational reforms to enhance university teaching and learning. The COVID-19 pandemic has significantly affected Indonesian universities, requiring lecturers to implement various changes. The phenomenon of online learning communication at various universities in Indonesia is critical considering today’s increasingly fierce competition due to digital disruption coupled with the impact of the pandemic. Therefore, lecturers must implement appropriate methods to conduct online learning communication effectively. Methods This qualitative phenomenological study was designed to explore lecturers’ understanding of the implementation of changes in online learning communication at Indonesian universities. In-depth interviews and field observations were conducted with lecturers who were efficient in online learning using a specific measurement standard. The research participants were identified using purposive sampling with a snowball approach. The study comprised 10 lecturers from UPN Veteran Jakarta who were experienced and efficiently delivered online lectures. Results The results provide a review of factors identified by the phenomenological and qualitative study that contribute to online learning communication, such as chemistry, lecturer preparation, and learning materials. The results of this study revealed several themes. Each section centers on the major themes that emerged from the datasets. Conclusion Our findings aid in a better understanding of the benefits and constraints of using online learning communication in the classroom. These findings are crucial for university lecturers developing methods for enhancing the implementation of online learning communication. Moreover, the findings revealed that lecturers should engage in and create trusting interactions with their students. Providing technical support to keep both teachers and students engaged can be useful. More crucially, multimedia support and learning systems are essential for properly addressing lecturers’ tasks and learning materials. This study improves the understanding of online learning communications implemented by lecturers.