Öz
Kaynakça
- Almalki, S. (2016). Integrating Quantitative and Qualitative Data in Mixed Methods Research—Challenges and Benefits. Journal of Education and Learning; 5(3), 288-296.
- Bukhari, M., A. (1997). Tutorial support in distance education. Islamabad: Allama Iqbal Open University. Fornell, Claes & Larcker, David F. (1981). Evaluating Structural Equation Models with Unobservable Variables and Measurement Error. Journal of Marketing Research 18 (February): 39-50.
- Hair, J., Hult, G.T.M., Ringle, C.M., & Sarstedt, M. (2017). A Primer on Partial Least Squares Structural Equation Modeling (PLS-SEM) Second Edition. Thousand Oaks, California: SAGE Publication.
- Iwasaki, I., Tada, Y., Furukawa, T., Sasaki, K., Yamada, Y., Nakazawa, T., & Ikezawa, T. (2019). Design of e-learning and online tutoring as learning support for academic writing. Asian Association of Open Universities Journal, 14(2), 85-96, DOI 10.1108/AAOUJ-06-2019-0024.
- Ismaila, A., A., Tukur, A., K., & Gambari, I., A. (2019). Ease and Level of use of Smartphone for Learning Amongst Pre-Service Teachers Colleges of Education in North-West, Nigeria. International Journal on Research in STEM Education, 1(1), 40-49; DOI: 10.31098/ijrse.v1i1.60.
- Muilienburg, L., Y. & Berge, Z., L. (2005). Student Barriers to Online Learning: A factor analytic study. Distance Education, 26(1), 29–48.
Öz
An online tutorial should be the core of the student learning support services in the digital era to maintain
the quality of distanced higher education. However, in Universitas Terbuka with supposed to be the cyber
university of Indonesia, the participation in the online tutorials was still not encouraging. For example,
the average of the percentage of students’ involvement in the first academic semester of 2017 to the 2nd
semester 2018 for one course was 2.21%. This study aimed to identify barriers for students to participate in
the online tutorial. The method consisted of two stages. First, analyzing qualitative data that were gathered
through open-ended questions to identify factors of the barriers. Second, developing 20 items’ questionnaire
based on the factors identified in the first stage and analyzed using Partial Least Squares Structural Equation
Model (PLS-SEM). The study involved 76 students in the first stage and 237 students in the second. The
results of the study revealed that the students’ barriers to online tutorial reflected in four factors, i.e. (1)
information, (2) motivation, (3) technical, and (4) supports; each factor confirmed significantly (p-values
< 0.05) with t-values equal to 14.108, 27.875, 7.502, and 25.640, respectively. The study proposed some
recommendations to improve student participation in online tutorials.
Anahtar Kelimeler
Online tutorial barriers to participation structural equation model
Kaynakça
- Almalki, S. (2016). Integrating Quantitative and Qualitative Data in Mixed Methods Research—Challenges and Benefits. Journal of Education and Learning; 5(3), 288-296.
- Bukhari, M., A. (1997). Tutorial support in distance education. Islamabad: Allama Iqbal Open University. Fornell, Claes & Larcker, David F. (1981). Evaluating Structural Equation Models with Unobservable Variables and Measurement Error. Journal of Marketing Research 18 (February): 39-50.
- Hair, J., Hult, G.T.M., Ringle, C.M., & Sarstedt, M. (2017). A Primer on Partial Least Squares Structural Equation Modeling (PLS-SEM) Second Edition. Thousand Oaks, California: SAGE Publication.
- Iwasaki, I., Tada, Y., Furukawa, T., Sasaki, K., Yamada, Y., Nakazawa, T., & Ikezawa, T. (2019). Design of e-learning and online tutoring as learning support for academic writing. Asian Association of Open Universities Journal, 14(2), 85-96, DOI 10.1108/AAOUJ-06-2019-0024.
- Ismaila, A., A., Tukur, A., K., & Gambari, I., A. (2019). Ease and Level of use of Smartphone for Learning Amongst Pre-Service Teachers Colleges of Education in North-West, Nigeria. International Journal on Research in STEM Education, 1(1), 40-49; DOI: 10.31098/ijrse.v1i1.60.
- Muilienburg, L., Y. & Berge, Z., L. (2005). Student Barriers to Online Learning: A factor analytic study. Distance Education, 26(1), 29–48.
Ayrıntılar
| Birincil Dil | İngilizce |
|---|---|
| Bölüm | Articles |
| Yazarlar | |
| Yayımlanma Tarihi | 31 Aralık 2020 |
| Gönderilme Tarihi | 15 Eylül 2019 |
| Yayımlandığı Sayı | Yıl 2021 Cilt: 22 Sayı: 1 |