Journal of Positive School Psychology http://journalppw.

com
2022, Vol. 6, No. 6, 10068-10083

Online Learning Interactions During The Level I Covid-19

Pandemic Community Activity Restriction: What Are The
Important Determinants And Complaints?

Martono Martono*1 , Untung Sujianto2 , Muhamad Amirul Rasyid3 , Pradita Ayu

Fernanda4 , Retna Tri Astuti5

1
Departement of Nursing, Politeknik Kesehatan Kemenkes Surakarta, Indonesia , Email: [email protected]
2
School of Nursing, Medcine of Faculty, Diponegoro University Semarang, Indonesia, Email:
[email protected]
3
Nursing of Faaculty, Universitas Gajah Mada, Yogyakarta, Indonesia, E-mail: [email protected]
4
Faculty of Nursing, Universitas Airlangga, Surabaya, Indonesia, E-mail: [email protected]
5
Departement of Nursing, Muhammadiyah University of Magelang, Indonesia, Email: [email protected]
Address correspondence to: Martono Martono, Email: [email protected];
ID Scopus:57207193296, Orchid:0000-0003-3123-1533; Phone 085865341256.
July 7, 2022, Dear. Editor-in-Chief

Abstract

Restrictions on social distancing during the Covid-19 pandemic, online-based learning is an important
aspect to meet the right to learn, avoiding late graduation, continuing education, and getting a job.
However, the readiness of students, teachers, and organizational support in online learning is also
undergoing a critical transition in adapting to the development of information technology. Using a
quantitative approach, this study aims to assess complaints and important determinants of online learning
interactions during the implementation of the Covid-19 pandemic level I community activity restriction
program in nursing higher education, Indonesia. This research is a descriptive research of correlation in
design. The sample of this study was 1148 nursing students at Indonesian universities. Collecting data
on organizational support, perceptions of online learning, and information technology skills using an
online learning interaction evaluation tool that is distributed electronically to all nursing student s in
Indonesia. The results showed that organizational support, perception of online learning, and skills in
using information technology significantly affected online learning interactions. Students' skills in using
information technology make a greater contribution than others. Students complain about the instability
of internet network connections during online learning. As the main recommendation, it is suggested to
universities that universities make policies to improve skills in using information technology for both
lecturers and students that will guide how universities and their stakeholders can serve online learning
quality issues through training.

Keywords: students, nursing education, physical distancing, Covid-19.

INTRODUCTION Fatality Rate (CFR) is 4.6%. The confirmed case

Covid-19 is an infectious disease caused by the spread reached at least 70.736 on 2 December
SARS-CoV 2 (more popularly known as 2020. 3.417 patients died of Covid-19, which
Coronavirus). It has global impacts on many rapidly spanned, indicating a CFR of
countries with a rapid increase in cases. WHO 4.8% (Kemenkes RI, 2020). Massive Covid-19
(2020) reported 64,350,473 confirmed cases case spread has also implied multiple aspects
with 1,494,668 deaths worldwide. Its Case such as politics, economy, society, culture,
 10069 Journal of Positive School Psychology

defense and security, employment, work habits online. The use of multimedia technology can
(model), working hours reduction, layoffs, and empower the educational process by increasing
public welfare in Indonesia (Kassegn & Endris, the interaction between teachers, students, and
2021; Grundy-Warr & Lin, 2020; Yue & Xiao- learning tools as well as innovative ways to
Guang, 2021). Moreover, Covid-19 has make learning more dynamic, durable, and more
specifically reduced students' mobility around applicable in the world outside the classroom
the college, changed international students' (Almara’beh et al., 2015). Information and
mobility, and increased social and economic technology have sophisticatedly evolved. Both
imbalance in various higher education systems accommodate and promote online learning.
(Mok et al., 2020). Due to the preceding danger Web-based platforms and internet-based
and impacts, the government applied several learning management systems might assist the
programs to restrict community activities, social learning. Many platforms such as Zoom, Google
distance, and excessive-unnecessary meetings. Meet, and Microsoft Teams can be easily used
The unpredictable period of Covid-19 also made to escalate students' participation and classroom
educational institutions—including nursing dynamics (Heggart & Yoo, 2018). However, the
colleges—transform their learning activities. learning transformation into an online-based
Face-to-face (offline) learning changed into system has not yet been fully understood,
online-based learning to fulfill students' right to specifically by those in nursing colleges.
get a formal lecture. This way, they can still Technical issues such as skill in information
graduate on time, enroll in advanced education, technology (IT) adaptation, organizational
and get ideal jobs. The Ministry of Education support, device compatibility, and bandwidth
and Culture has encouraged all colleges in availability become serious development
Indonesia to implement online-based learning to barriers. It is not easy to execute some progress;
catch up with the current needs and situation. In success also depends on teachers or trainers who
the era of independent learning and independent have the proper capability, knowledge, and
education which is currently being intensively competence to carry out online learning. Several
implemented, health education services have the necessary competencies to teach effectively in
authority to regulate and manage everything online learning are skills in pedagogy, content
regarding the quality of education services, creation, design, technology, organizational
including the effectiveness and efficiency of management, and social communication
their human resources. This authority and (Albrahim, 2020). The success of online
independence have strategic value for nursing learning development and implementation
higher education institutions to compete in an cannot be separated from the multiple
effort to break the ice and stagnation that has influencing factors. Technology-based learning
been experienced and surrounded so far in terms designs, online tools, and student characteristics
of the quality of educational services. However, are notable predictors of learning outcomes in
Indonesia's downturn in the Covid-19 pandemic blended learning (Kintu et al., 2017). Online
has brought educational service institutions learning patterns on nursing campuses were still
faced with demands to be able to maintain the rarely implemented before the pandemic. As a
results of educational services that have been result, administrators were unprepared when
achieved and prepare competent graduates to be Covid-19 spread and forced changes to the
able to compete in the job market but are also learning system. In fact, online learning is a non-
faced with the fulfillment of their rights. student negotiable fixed condition these days. It requires
learning with the condition of the educational the readiness of students and teachers, qualified
institution being temporarily closed. technology such as electronic devices, and
Online-based learning management requires internet networks (Sanoto, 2021).
organizational support, and the ability to use The adoption and utilization of e-learning
mobile devices such as laptops, computers, facilities have not been carried out by lecturers
tablets, smartphones, and Android phones that optimally. This situation is influenced by user
can be used to access learning topics or attitudes, inadequate internet facilities, and
information resources anywhere and anytime insufficient user training (Eze et al., 2018). The
Martono Martono 10070

quality of online learning implementation as an 4. What are the important determinants and
alternative to providing information to assist complaints in online-based learning?
lecturers in the teaching and learning process is
still low. Therefore, the success of online
learning requires a mature strategy and a more METHOD
active approach—which must be included in the
school curriculum (Agarwal & Kaushik, 2020). Research Design and Participant Selection
In addition, the willingness, skills, and use of A descriptive cross-sectional survey was used to
technology by educators to change teaching explore the online learning interactions of
styles and methods using e-learning must also be Indonesian nursing students regarding
evaluated and improved. Some influencing organizational support, perceptions of online
factors on the motivation of lecturers to use learning, and skills in using information
online learning are knowledge, perceptions, and technology. Using an online survey, the
skills (Mohamad et al., 2015). The quality of researcher surveyed nursing students who are
online learning interactions between teachers actively enrolled in public and private
and students influences many factors. One of educational institutions throughout Indonesia.
them, Kumar et al., (2021), explained that this Prospective participants were recruited from
activity is intertwined with educational social media and any online groups related to
institutions' best quality e-learning content. Indonesian nursing students for four months.
Several studies have tested, analyzed, and The survey is anonymous and self-administered;
dissected the phenomenon of education during Invitation messages for research are sent to
the Covid-19 period. In addition, they are not social media sites containing links. The
comprehensive enough and focus on research on inclusion criteria for this study were nursing
student learning outcomes. Based on the students who were actively enrolled in public
problems above, a study that focuses on online- educational institutions and private educational
based learning processes is needed that to meet institutions agreeing to participate in this study.
the rights of students. Applying a quantitative The online survey measures online learning
approach, this study aims to assess complaints interactions about organizational support,
and important determinants of online learning perceptions of online learning, and skills in
interactions during the implementation of the using information technology. The survey was
Covid-19 pandemic level I community activity piloted among a small sample of Indonesian
restriction program in nursing higher education, nursing students to repeat the procedure and the
Indonesia. More specifically, this study aims to questionnaire.
answer the following questions:
Research Instrument
Research question Research data was collected using an online
1. Taken together, is there a significant learning interaction evaluation tool developed
effect of organizational support, by the researcher. Using a combination of open-
perceptions of online learning, and skills ended questions and a Likert scale. The online
in using information technology on learning interaction evaluation tool is an
online-based learning interactions? evaluation tool designed to measure three
2. Partially, is there a significant influence aspects, including (1) organizational support
between organizational support and the with Cronbach's alpha internal consistency
quality of online-based learning reliability of 0.957, (2) online learning
interactions? perception with Cronbach's alpha internal
3. What are the determinants of online- consistency reliability of 0.950, and (3) skills
based learning interactions among using information technology with Cronbach's
organizational support, perceptions of alpha internal consistency reliability of 0.956.
online learning, and skills in using The scoring system for favored questions uses
information technology? the following criteria: 6 for 'strongly agree', 5 for
'agree', 4 for 'undecided/disagree or disagree', 3
 10071 Journal of Positive School Psychology

for 'disagree', 2 for 'disagree', and 1 for 'strongly confidential. A detailed description of the
disagree'. methodology of expectation, anonymity, and
Statistical Test confidentiality was discussed in the written
Standard deviation, mean, median, and agreement.
interquartile range were used to describe
continuous variables and percentages for RESULTS
categorical variables. Pearson's exact Chi-square
test for categorical variables and a one-way Demographic Characteristics
ANOVA for continuous variables were used to Table 1 shows the basic characteristics of
assess baseline characteristics. A classical respondents, including gender, education, age,
assumption test (multicollinearity, online learning experience, and educational
heteroscedasticity, and normality) was institution background. Of the 1252 subjects
performed to develop the results of the who filled out the online questionnaire, 1148
regression equation. The statistical test used to (91.7%) subjects had completed the survey. 104
analyze the interaction of online learning about (8.3%) subjects were eliminated because their
organizational support, perceptions of online responses were incomplete and did not meet the
learning, and skills in the use of information criteria. Therefore, there were eventually only
technology are multiple linear regression with a 1148 nursing students who participated in the
significance level of 95%. survey. General information distribution
Ethical Considerations includes: 88,7% are female: the average age is
Respondents were provided with information 21,15±3,69 (17-26 years); 53% are at diploma
that all observations were kept confidential and III; 57,1% are from private educational
only used for scientific purposes to fulfill ethical institutions; more-than-two-year experience has
considerations. Participation was voluntary, and an average of 2,09±0,84; 34.5% of students
there were no penalties for not participating. complained that the stability of the internet
This study was approved by Komite Etik (Ethics network connection was less stable, and 10.7%
Committee) of the Faculty of Health Sciences, complained that the stability of the internet
Universitas Muhammadiyah Magelang, network connection was unstable.
Indonesia (113-KEPK). Any participation is
voluntary, and the respondents are kept

Table 1. Demographic characteristics (n=1148)

Information Item Quantity Percentage
Male 130 11,3
Gender
Female 1018 88,7
Average±SD 21,15±3,69
17-26 years 1115 97,1
Age (years) 27-36 years 24 2,1
37-46 years 9 0,8
Education Level Diploma III 608 53
Diploma IV 120 10,4
Bachelor of 396 34,5
Nursing
Master of Nursing 21 1,8
Doctorate of 3 0,3
Nursing
State/Public 493 42,9
Educational institution background
Private 655 57,1
Experience of online learning Average±SD 2,09±0,84
< 1 year 365 31,8
1-2 year(s) 319 27,8
Martono Martono 10072

> 2 years 464 40,4

Internet connection stability on online Stable 629 54,8
learning Less stable 396 34,5
Not stable 123 10,7
SD: standard deviation

Differences in the learning interaction differences appeared due to education levels on

quality based on demographic the quality of online-based learning interactions
characteristics (p=0.001). Meanwhile, age, gender, educational
The results of the one-way ANOVA test are institution background, and online learning
presented in Table 2. It points out that experience do not indicate any difference or gap.

Table 2. Differences in The Learning Interaction Quality Based on Age, Gender, Education, Educational
Institution Background, And Online Learning Experience

Aspect Sum of Df Mean F value p-value

squares square
Age
Learning interaction quality
Between groups 414.642 2 207.321 2.405 .091
Within groups 98700.285 1145 86.201
Total 99114.927 1147
Sex
Learning interaction quality
Between groups 478.460 1 478.460 5.559 .119
Within groups 98636.467 1146 86.070
Total 99114.927 1147
Education
Learning interaction quality
Between groups 1546.953 4 386.738 4.531 .001
Within groups 97567.974 1143 85.361
Total 99114.927 1147
Educational institution
background
Learning interaction quality
Between groups 1682.196 1 1682.196 19.786 .082
Within groups 97432.731 1146 85.020
Total 99114.927 1147
Experience of online learning
Learning interaction quality
Between groups 262.308 2 131.154 1.519 .219
Within groups 98852.619 1145 86.334
Total 99114.927 1147
Df; Degrees of freedom

Table 3 shows that the variable reliability test 0.531). Table 4 presents that the 16 items of
resulted in an overall correlation score between questions focused on two subcategories,
items of 0.68 (organizational support = 0.592, including commitment and support for
perception of online learning = 0.654, infrastructure. The average score measured
information technology utilization skills = using a 5-point Likert scale was 3.66 and the
0.600, and quality of learning interaction = correlation between items in this section was
 10073 Journal of Positive School Psychology

0.59 (Cronbach's alpha 0.957). Table 5 point Likert scale was 3.95 and the correlation
summarizes that the 10 items of questions between items in this section was 0.65
focused on two subcategories, namely ease, and (Cronbach's alpha 0.950).
motivation. The mean score estimated with a 5-

Table 3 The results of the correlation test among organization support, perception, skills, and quality of
interaction variables (5-point Likert scale)
Category Mean Variance SD Item (n) Score
Organzation support 58.61 100.870 10.043 16 0.592
Perception 39.52 37.718 6.141 10 0.654
Skills 54.76 77.314 8.793 15 0.600
Interaction quality 59.12 86.484 9.300 16 0.531
Total 57 0.686

Table 4 Correlation test results for each organizational support survey item
Organizational Support Mean SD

1 to develop information technology systems to support online learning.

3.38 0.991
2 to develop an online learning system.
3.58 0.825
3 to develop online learning as "problem solving".
3.74 0.734
4 to improve online learning progress.
3.72 0.759
5 to provide easy access to online learning.
3.71 0.774
6 to explain the online learning system guide.
3.45 0.846
7 to promote their support for online learning organizations.
3.69 0.800
8 to guide the implementation of online learning.
3.70 0.861
9 that online learning system to achieve the university's mission.
3.78 0.740
10 to provide software to support online learning.
3.77 0.743
11 provide hardware to support online learning.
3.71 0.774
12 provide an e-learning learning system to support online learning.
3.45 0.846
13 to provide training on e-learning learning systems.
3.69 0.800
14 allocate funds to support online learning.
3.70 0.861
15 provide subsidized funds for purchasing internet quota packages to support online
3.78 0.740
learning.
16 providing internet and/or intranet network facilities to support online learning.
3.77 0.743
Martono Martono 10074

Table 5 Correlation test results for each online learning perception survey item
Perception Mean SD

1 The online learning system helps me understand the lecture material in detail.
3.91 0.697
2 With online learning, I obtain knowledge that has not been provided in face-to-face
3.82 0.739
learning.
3 With online learning, I get the opportunity to study anywhere and anytime without
3.84 0.695
time limitations.
4 I can easily obtain lecture materials through online learning services and access.
4.03 0.756
5 Completing exercises online is merely a waste of my time.
3.97 0.761
6 I don't need to regularly visit learning websites or online learning.
4.03 0.707
7 Anytime I face difficulties working on the questions from lecturers, I look for
3.95 0.754
solutions from internet sources (online).
8 Online learning is done solely to get additional value from lecturers.
4.06 0.722
9 I am enthusiastic about participating in online learning because communication
4.02 0.761
between friends and lecturers is closer.
10 I think lecturers do not mind if I do not take part in online learning sessions.
3.89 0.803

Table 6 depicts 10 items of questions focused on that 16 items of questions centered in five sub-
two sub-categories, including infrastructure categories, namely tangible, reliability,
support, and the use of raw/software information responsiveness, assurance, and empathy. The
technology. The average score measured using a average score evaluated with a 5-point Likert
5-point Likert scale was 3.40 and the correlation scale was 3.69 and the correlation between items
between items in this section was 0.60 in this section was 0.53 (Cronbach's alpha
(Cronbach's alpha 0.956). Table 7 demonstrates 0.945).

Table 6 Correlation test results for each survey item of information technology skills
Skills Mean SD

1 to use a computer in online teaching and teaching processes.

3.64 0.756
2 to take advantage of the internet and/or intranet facilities available in online
3.66 0.725
learning.
3 to use multimedia in the online teaching and learning process.
3.66 0.716
4 to access learning materials in the online teaching and learning process.
3.73 0.742
5 to ccess e-learning in the online teaching and learning process.
3.25 0.973
6 to use social media in the online teaching and learning process.
3.57 0.785
7 to use the zoom and google meet applications in the online teaching and learning
3.76 0.702
process.
 10075 Journal of Positive School Psychology

8 to use video conferences in online learning.

3.55 0.757
9 to take advantage of learning resources from videos from the internet (online).
3.68 0.756
10 to find e-book learning resources from the internet (online).
3.72 0.699
11 to find e-journal learning resources from the internet (online).
3.68 0.714
12 to find e-library learning resources from the internet (online).
3.73 0.709
13 to take advantage of learning resources from website applications from the
3.59 0.744
internet (online).
14 to find e-modules from the internet (online).
3.76 0.701
15 to access lecture material from the internet (online).
3.77 0.675

Table 7 Correlation test results for each item of the online learning interaction quality survey

learning Interaction Mean SD

1 to use interactive media for online learning

3.16 0.920
2 difficulty accessing and connecting to the internet network during online learning
3.69 0.754
3 selection of various online learning media
3.70 0.796
4 skills in delivering lecture material well in online learning
3.51 0.810
5 reliability in managing classes during online learning
3.62 0.820
6 the reliability in using learning media during online learning
3.76 0.744
7 degree of responsiveness in responding to student questions/problems during online
3.49 0.851
learning
8 skills in adapting from conventional learning to online learning
3.87 0.731
9 skills in providing feedback and student questions and comments during online
3.83 0.808
learning
10 objectivity in evaluation during online learning
3.78 0.701
11 mastery of the materials taught during the online learning process
3.65 0.819
12 quality of teaching/teaching materials presented during online learning
3.81 0.721
13 skills in using online learning media
3.72 0.712
14 skills motivate students during online learning.
3.78 0.678
Martono Martono 10076

15 understand student difficulties in the online learning process.

3.90 0.712
16 pay attention to students during online learning.
3.85 0.938

Quality determinants of the online-based quality of online-based learning interaction by

learning interaction 69.7% with other variables outside the
The results of the assumption test analysis point controlled model.
out that the data are normally distributed Partially, organizational support,
(p=0.206). Multicollinearity is not found perceptions of online learning, and skills in
(organizational support, tolerance value = 0.444; using information technology affect the quality
Variation Inflation Factor (VIF) = 2.254, of online-based learning interaction. All three
perception of online learning, tolerance value = contribute effectively (skills, p=0.012,
0.510; VIF = 1.9622, and skills in using R2 =44.5%; perception, p= 0.024, R 2 =14.1%;
information technology, tolerance value = and organizational support, p=0.028,
0.480; VIF = 2.082). Heteroscedasticity is also R2 =11,1%). The skill factor for the use of
not found (organizational support, p = 0.120; information technology provides an effective
perception of online learning, p = 0.146; skills in contribution of 44.5%, perception of 14.1%, and
using information technology, p = 0.156). The organizational support of 11.1%. The factor of
results of multiple linear regression are skills in using information technology
presented in Table 8, showing the model contributes most effective than the other two
equation Y=5,388+ 0,151X1 + factors. Every 1% increase can escalate the
0,321X2+0,588X3+e. Simultaneously, the three variation in the quality of online-based learning
factors, namely organizational support, interaction by 44.5% with the perceived factors
perception of online learning, and skills in using and organizational support controlled. Thus,
information technology, affect the quality of organizational support, perception of online
online-based learning interaction with an learning, and skills in using information
effective contribution of 69.7% (R2=0.697). technology are important determinants that
Other variables outside the applied model affect the quality of online-based learning
explain the rest (30.3%). Every 1% increase in interactions.
three factors can escalate the variation in the

Table 8. Multiple Linear Regression Test Results

Regression Test Regression t count Significance
Coefficient
Regression Coefficient X1 (organizational support) 0,151 6,669 0.028
Regression Coefficient X2 (perception of online learning) 0,321 9,313 0.024
Regression Coefficient X3 (skills in using information 0,588 23,675 0.012
technology)
Constant 5,388 4,973 0.000
R 0,835
R2 0,697
F 10,768

DISCUSSION The study results indicate a significant

difference due to education levels in the online-
Differences in the learning interaction based learning interaction quality. This finding
quality based on demographic might be assumed to be related to people's ability
characteristics to carry out a task well if they have adequate
knowledge and skills based on their educational
 10077 Journal of Positive School Psychology

backgrounds. A fine (or high) educational authenticity and technical support (Fleming et
background allows people to be mature in the al., 2017). Another finding reported that during
learning process. They will more easily the Covid-19 pandemic, parents generally have
understand the importance of learning, train negative beliefs about the value and benefits of
themselves to learn independently, and adapt to online learning and prefer traditional learning in
their environment to establish optimal quality of an early childhood environment. They tend to
learning interaction. To create effective online refuse online learning for three main reasons,
learning interactions, they want independence such as their lack of time and professional
and do not want to be treated like children. If knowledge in supporting children's online
students are placed in an accommodative and learning, lack of online learning, and inadequate
appreciative learning ecosystem, they will also self-regulation of children (Gudea, 2008a).
be motivated to learn with pleasure and However, other findings show the opposite
appreciation. Their participation will be results. A study demonstrated that younger age,
maximized, which then affects interactions, both experience, and male (sex) are the most
with lecturers and fellow students. The results important indicators influencing e-learning
are also in accordance with several other studies. (Zalat et al., 2021). Gender and educational
Previous findings reported that education level institution background were not found to affect
significantly influences the quality of online online learning significantly. This finding
learning in the higher education sector during follows several other studies. Previous results
the pandemic (Elumalai et al., 2019; Yu, 2021). indicate that gender and institutional status do
Another finding, reports that the higher the level not affect online learning readiness
of education, the more likely it is to have (Ranganathan et al., 2021). The results of this
stronger personality traits. Education level and study found that there was no difference in the
strong personality traits such as sociability, online learning experience on the quality of
awareness, and openness to new experiences online learning interactions. This finding is in
affect online learning outcomes during the accordance with several other studies.
Covid-19 pandemic. To improve interpersonal Experience with e-learning does not
interaction and encourage online learning is the significantly impact e-learning implementation
focus on how to design online learning and how (Aldowah et al., 2017; Bressler et al., 2006;
to improve the quality and dynamics of online Slamet et al., 2021). However, other findings
content (Yu, 2021). In addition, if students are show the opposite results, that students' e-
led to a learning environment that makes them learning experience is significantly correlated
independent, they are motivated to interact in the with the learning process. It indirectly affects
learning process with a sense of comfort and learning outcomes. Positive online learning
responsibility—especially in browsing the experiences regarding the availability of
internet. This finding is in line with previous electronic research, ease of internet connection,
results from other studies, explaining that and negative experiences of unavailable
online-based learning at the university level technical support affect online learning practices
provides students with free time to study and (Ali, Khalil, and El-Sharkawy 2020; Azis,
motivates them to do their work without the help Suharyati, and Susanti 2019; Hixon et al. 2016).
of others, typically in browsing the internet Another finding, reports that background,
(Salamat et al., 2018). In this study, age, gender, experience, collaboration, interaction, and
educational institution background, and student autonomy have a positive effect on
experience of online learning do not student satisfaction and academic achievement
significantly impact the quality of online in using online learning platforms (Abuhassna et
learning interaction (simply no difference). It is al., 2020). The results of this survey show that
in line with several other studies. In some students' online learning experiences during the
studies, age is not a significant factor Covid-19 pandemic differ significantly
influencing the implementation of e-learning, throughout the school year (Yan et al., 2020).
however, the three critical factors for successful
use of online learning are low complexity,
Martono Martono 10078

Determinants of the online-based Partially, student skills in using information

learning interaction technology influence and contribute effectively
The results of this study indicate that to the quality of online learning interaction
simultaneously, organizational support, quality. This finding is supported by several
perceptions of online learning, and skills in other studies. A study reported that the IT aspect
using information technology affect the online- that is designed, developed, and utilized
based learning interaction quality. It might be according to the goals and characteristics of an
assumed that these findings are influenced by institution would improve learning quality
individual student factors such as skills and (Sutisnawati et al., 2021). Lecturers and students
perceptions and external factors (such as must have adequate technological and
organizational support in online learning communication competencies to improve the
policies). The quality of online-based learning quality of their learning ecosystem
interactions may be related to the accumulation (Kołodziejczak & Roszak, 2017). Another
of three interrelated elements: skills, finding explained that the use of information
perceptions, and organizational support. If the technology helps teachers and students obtain
three elements are in optimal condition, they can the latest information and knowledge so that
increase the motivation of educators and learning becomes more efficient (Kaushik,
students. This way, optimal online-based 2011). Students who have appropriate digital
learning interactions will also be created. The skills are the dominant variables that affect the
study results are in accordance with several quality of virtual colleges' teaching and learning
other studies. Previous findings reported that the process (Cervero et al., 2020). Another finding,
critical success factors for web-based learning reported that the most serious challenges
are perceptions (learners and educators), affecting the adoption of e-learning are limited
extrinsic motivation (online learning support by information and communication technology
educational institutions), intrinsic motivation, skills, and insufficient time for online interaction
and attitudes (Kira & Saade, 2006). These (Mutisya & Makokha, 2016). There is a
factors are beneficial to be used to understand significant relationship between students'
online learning better. Another study explained technology skills in using digital tools,
that influencing factors include internal factors utilization of database resources, and browsing
(low teacher self-efficacy and teacher network information on the Web on student
perceptions) and external factors (infrastructure learning behavior (Rafi et al., 2019). Computer-
support and inadequate technology tools) based technology capabilities affect student
(Shonta & Bynum, 2018). However, other engagement (Schindler et al., 2017).
findings show the opposite result. Emotional
involvement, teacher effectiveness, student Students' perception of online-based
quality, and technology reliability are the learning interaction quality
determining factors that affect the success of Based on the research results, the perception of
online teaching (Gudea, 2008). In addition to the online learning has a partial effect on the quality
technical and pedagogical dimensions, the of online learning interactions. This finding is in
success of supporting students in an online line with previous studies, pointing out that
learning environment is that the teacher pays students' perceptions significantly affect the
attention to the social and affective dimensions quality of e-learning in higher education during
(Lemay et al., 2021a). The key factor for the pandemic (Elumalai et al., 2019). Positive
designing the quality of web-based learning perceptions correlate with acceptance and
interactions is Social interaction, for building improvement in online learning quality (Khan et
group culture and exchanging experiences al., 2021). However, other findings show the
(Reneland-Forsman & Ahlbäck, 2007). opposite results. A study stated that students
were dissatisfied with the experience and
Skills in using information technology in effectiveness of online learning (Mok et al.,
online-based learning interaction quality 2021). However, in other references, the
differences are inconsistent. One study found no
 10079 Journal of Positive School Psychology

statistical difference between online and face-to- dengan kualitas terbaik (Kumar et al., 2021).
face learning. Medical students consider online Dukungan yang dirasakan dari administrator dan
learning to be less effective (Agarwal & rekan kerja pasca pelatihan tidak begitu
Kaushik, 2020). Another finding, it was reported berpengaruh terhadap peserta pelatihan yang
that faculty and students agreed that online menunjukkan dampak pembelajaran yang lebih
learning was beneficial during the Covid-19 tinggi (Futris et al., 2015).
pandemic and as a temporary alternative to face-
to-face learning. It was further explained that the Complaints in online-based learning
challenges of online learning lie in adapting to Hasil penelitian menunjukkan bahwa mahasiswa
online education, especially for deaf and deaf mengeluh stabilitas koneksi jaringan internet
students, lack of interaction and motivation, kurang stabil pada pembelajaran online. Temuan
technical and Internet problems, data privacy, ini dapat diduga terkait dengan sistem jaringan
and security. They also agreed on the advantages internet dalam e-learning belum memenuhi
of online learning. The benefits are mainly self- kapasitas yang dibutuhkan, dan adaptasi
study, low cost, convenience, and flexibility teknologi dalam pembelajaran online. Temuan
(Almahasees et al., 2021). In online learning, ini sesuai dengan beberapa penelitian lain.
students perceive traditional face-to-face classes Mahasiswa kedokteran di Filipina dalam
as less effective, but they are satisfied with beradaptasi dengan pembelajaran online adalah
online learning, especially the quick feedback by kesulitan menyesuaikan gaya belajar, harus
the instructor, interaction among students, and melakukan tanggung jawab di rumah, dan
effective assignment design. (Mutisya & komunikasi yang buruk antara pendidik dan
Makokha, 2016). peserta didik (Baticulon et al., 2021). Temuan
lainnya, dilaporkan bahwa hambatan untuk
Organizational support in online-based pembelajaran online sepenuhnya tidak hanya
learning interaction quality tantangan teknologi dan instruksional, tetapi
Organizational support influences the quality of juga tantangan sosial dan afektif isolasi dan
online learning interactions. A study reported jarak sosial (Lemay et al., 2021).
that administrative and institutional support is This study has identified several important
positively related to the quality of online determinants and barriers that affect the quality
learning (Elumalai et al., 2019; Maheshwari, of online learning interactions. However, it has
2021). These findings are in accordance with some limitations. First, due to the online survey
several other studies. Organizational support has features, some data may be missing or omitted—
a positive influence on the management of resulting in incomplete data collection and
organizational learning systems. The same thing affecting the results of analyses. Second,
plays an important role in increasing the support compared to previous studies, this study
for learning system management (Tian et al., involved all nursing students from public and
2018; Zheng et al., 2018). The improvement of private educational institutions with a certain
online learning system services must depart online learning system, history of online
from management or organizational support training, and online learning facilities. These
(AlMulhem, 2020). Another finding suggests aspects are not yet recorded and dissected in this
that in order for organizations to have a positive study, so the researchers cannot determine their
impact on learning, they must pay attention to association or correlation to obtain optimal
three main factors namely providing high- results. As a result, we are unable to analyze the
quality relevant development programs; long-term predictors of online learning in
ensuring that learning content is aligned with the nursing students in Indonesia. However, this
organization's strategy; and ensuring senior study has some strengths: the large sample size
management commitment (Lancaster & Di and inclusion of students from various regions.
Milia, 2014). Namun demikian, temuan lain
menunjukkan hasil yang berlawanan. Untuk CONCLUSION
mencapai kepuasan peserta didik, institusi harus This online survey concludes that education
berusaha untuk memberikan konten e-learning level, organizational support, perception of
Martono Martono 10080

online learning, and skills in using technology Sharkawy, F. M. (2020). Impact of Online
are important determinants of the quality of Remote Education on the Learning Process
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