Undergraduate students’ learning experiences and strategies in online learning during the pandemic: An Indonesian perspective

Abstract

Transitions in learning implementation have occurred at various levels of education during the COVID-19 pandemic. Learning that previously took place in conventional, face-to-face formats has been adjusted to fully online learning. Not all educational institutions are equally prepared for a pandemic, necessitating the study of student learning experiences and the strategies they employ in online classes during the pandemic. This study focuses on the positive and negative contributions of Virtual Learning Environment (VLE) features in student learning experiences and strategies during the pandemic. This study used a survey method consisting of closed- and open-ended questions. Data analysis using descriptive statistics and qualitative data analysis was employed to obtain several themes. Approximately 1,400 students from 23 higher education institutions across several provinces in Indonesia participated in this research. The results show both positive and negative contributions of VLE features. Among the VLE features that positively contribute to learning during the pandemic are video materials and downloadable documents. More than half of the respondents claimed there were no negative features of the VLE. Findings also revealed the most frequently reported negative aspect is poor internet performance. In addition, seven themes related to student learning strategies emerged including: considering the availability of infrastructure, monitoring the class schedule and calendar (or announcements), collaborating with peers, participating in the university’s learning management system, applying notetaking strategies and other specific strategies, searching for additional learning resources, and no specific strategy applied while learning during the pandemic.