Continuance intention of digital education in traditional Indonesian higher education: Policy implication forward

Hamdanah Hamdanah, Rusmaniah Rusmaniah, Ismi Rajiani, Muslimah Muslimah

Article ID: 3596
Vol 8, Issue 5, 2024

VIEWS - 1271 (Abstract)

Abstract


The advent of the COVID-19 pandemic has precipitated a paradigm shift in education, marked by an increasing reliance on technology and virtual platforms. This study delves into the post-pandemic landscape of Islamic higher education at the State Islamic Institute of Palangka Raya, Central Kalimantan, Indonesia, focusing on students’ readiness, attitudes, and interests toward sustained engagement with e-learning. A cohort of 300 students across all semesters of Islamic Education partook in the investigation. Utilising Structural Equation Modelling, the study gauged students’ preparedness, perceptions, and inclinations toward online learning. Results indicate a general readiness among students for online learning, with a pivotal role attributed to technological devices and internet connectivity. Positive attitudes toward online learning were prevalent, with flexibility and accessibility emerging as significant advantages. Moreover, students showed keen interest in online learning, valuing its technological advancements, affordability, and intellectually challenging nature. These findings highlight the digital transformation of traditional teaching methods among Islamic higher education students, who are typically known for their emphasis on direct interaction in teaching and learning. Their receptivity to innovative learning modalities and adaptability to the digital era’s difficulties highlight the need for educational institutions to leverage this enthusiasm. Comprehensive online learning platforms, robust technological support, and a conducive learning environment are advocated to empower Islamic higher education students in navigating the digital landscape and perpetuating their pursuit of knowledge and enlightenment.


Keywords


readiness; attitude; interest; online learning; Indonesia

Full Text:

PDF


References


Adhi, S., Achmad, D., Herminarto, S. (2022). Developing a Blended Learning Model in Islamic Religious Education to Improve Learning Outcomes. International Journal of Information and Education Technology, 12(2), 100–107. https://doi.org/10.18178/ijiet.2022.12.2.1592 Aldosari, A. M., Eid, H. F., Chen, Y. P. P. (2022). A Proposed Strategy Based on Instructional Design Models through an LMS to Develop Online Learning in Higher Education Considering the Lockdown Period of the COVID-19 Pandemic. Sustainability, 14(13), 7843. https://doi.org/10.3390/su14137843 Almulla, M. A., Al-Rahmi, W. M. (2023). Integrated Social Cognitive Theory with Learning Input Factors: The Effects of Problem-Solving Skills and Critical Thinking Skills on Learning Performance Sustainability. Sustainability, 15(5), 3978. https://doi.org/10.3390/su15053978 Azizi, Z., Rezai, A., Naserpour, A. (2022). A mixed-methods study of the correlation between Iranian university students’ satisfaction and anxiety in online classes during the Covid-19 pandemic. Turkish Online Journal of Distance Education, 23(3), 200–215. https://doi.org/10.17718/tojde.1137265 Bansah, A. K., Darko Agyei, D. (2022). Perceived convenience, usefulness, effectiveness and user acceptance of information technology: evaluating students’ experiences of a Learning Management System. Technology, Pedagogy and Education, 31(4), 431–449. https://doi.org/10.1080/1475939x.2022.2027267 Baxter, G., Hainey, T. (2022). Remote learning in the context of COVID-19: reviewing the effectiveness of synchronous online delivery. Journal of Research in Innovative Teaching & Learning, 16(1), 67–81. https://doi.org/10.1108/jrit-12-2021-0086 Belawati, T., Daryono, D., Sugilar, S., et al. (2023). Development of an instrument to assess independent online learning readiness of high school students in Indonesia. Asian Association of Open Universities Journal, 18(1), 34–45. https://doi.org/10.1108/aaouj-09-2022-0139 Bonett, D. G., Wright, T. A. (2014). Cronbach’s alpha reliability: Interval estimation, hypothesis testing, and sample size planning. Journal of Organizational Behavior, 36(1), 3–15. Portico. https://doi.org/10.1002/job.1960 Buono, P., De Carolis, B., D’Errico, F., et al. (2022). Assessing student engagement from facial behavior in on-line learning. Multimedia Tools and Applications, 82(9), 12859–12877. https://doi.org/10.1007/s11042-022-14048-8 Carissa, N. E., Erlangga, M., Evik, C. S., et al. (2023). The Influence of Perceived Usefulness, Satisfaction, and Personalization on Subscription Video on Demand Continuance Intentions. CommIT (Communication and Information Technology) Journal, 17(2), 169–184. https://doi.org/10.21512/commit.v17i2.8446 Coutts, J. J., Hayes, A. F. (2022). Questions of value, questions of magnitude: An exploration and application of methods for comparing indirect effects in multiple mediator models. Behavior Research Methods, 55(7), 3772–3785. https://doi.org/10.3758/s13428-022-01988-0 Dash, G., Paul, J. (2021). CB-SEM vs PLS-SEM methods for research in social sciences and technology forecasting. Technological Forecasting and Social Change, 173, 121092. https://doi.org/10.1016/j.techfore.2021.121092 Dehghan, H., Esmaeili, S. V., Paridokht, F., et al. (2022). Assessing the students’ readiness for E-Learning during the Covid-19 pandemic: A case study. Heliyon, 8(8), e10219. https://doi.org/10.1016/j.heliyon.2022.e10219 Du, M., Wang, S., Wang, Z., et al. (2022). An e-learning “process-situation-result” network under off-line teaching and on-line teaching. Interactive Learning Environments, 1–26. https://doi.org/10.1080/10494820.2022.2157838 Elfeky, A. I. M., Elbyaly, M. Y. H. (2021). The use of data analytics technique in learning management system to develop fashion design skills and technology acceptance. Interactive Learning Environments, 31(6), 3810–3827. https://doi.org/10.1080/10494820.2021.1943688 Grønvad, M. T., Abildgaard, J. S., Aust, B. (2023). Moving Beyond Resistance and Readiness: Reframing Change Reactions as Change Related Subject Positioning. Journal of Change Management, 1–20. https://doi.org/10.1080/14697017.2023.2275253 Hair, J. F., Howard, M. C., Nitzl, C. (2020). Assessing measurement model quality in PLS-SEM using confirmatory composite analysis. Journal of Business Research, 109, 101–110. https://doi.org/10.1016/j.jbusres.2019.11.069 Hass, D., Hass, A., Joseph, M. (2022). Emergency online learning & the digital divide: An exploratory study of the effects of Covid-19 on minority students. Marketing Education Review, 33(1), 22–37. https://doi.org/10.1080/10528008.2022.2136498 Hongsuchon, T., Emary, I. M. M. E., Hariguna, T., et al. (2022). Assessing the Impact of Online-Learning Effectiveness and Benefits in Knowledge Management, the Antecedent of Online-Learning Strategies and Motivations: An Empirical Study. Sustainability, 14(5), 2570. https://doi.org/10.3390/su14052570 Husaeni, M. F. (2023). Critical Literature Review on Moral Education System in Indonesia: How Islamic Education and Pancasila Education Monopolize Morality in Schools. Muslim Education Review, 2(1), 65–98. https://doi.org/10.56529/mer.v2i1.163 Kang, X., Zhang, W. (2020). An experimental case study on forum-based online teaching to improve student’s engagement and motivation in higher education. Interactive Learning Environments, 31(2), 1029–1040. https://doi.org/10.1080/10494820.2020.1817758 Kosim, M., Muqoddam, F., Mubarok, F., et al. (2023). The dynamics of Islamic education policies in Indonesia. Cogent Education, 10(1). https://doi.org/10.1080/2331186x.2023.2172930 Lasfeto, D. B., & Ulfa, S. (2022). Modeling of Online Learning Strategies Based on Fuzzy Expert Systems and Self-Directed Learning Readiness: The Effect on Learning Outcomes. Journal of Educational Computing Research, 60(8), 2081–2104. https://doi.org/10.1177/07356331221094249 Legramante, D., Azevedo, A., Azevedo, J. M. (2023). Integration of the technology acceptance model and the information systems success model in the analysis of Moodle’s satisfaction and continuity of use. The International Journal of Information and Learning Technology, 40(5), 467–484. https://doi.org/10.1108/ijilt-12-2022-0231 Li, J., Wu, C. H. (2023). Determinants of Learners’ Self-Directed Learning and Online Learning Attitudes in Online Learning. Sustainability, 15(12), 9381. https://doi.org/10.3390/su15129381 Lytras, M. D., Serban, A. C., Ruiz, M. J. T., et al. (2022). Translating knowledge into innovation capability: An exploratory study investigating the perceptions on distance learning in higher education during the COVID-19 pandemic - the case of Mexico. Journal of Innovation & Knowledge, 7(4), 100258. https://doi.org/10.1016/j.jik.2022.100258 Ayyoub, A. A. M., Abu Eidah, B. A., Khlaif, Z. N., et al. (2023). Understanding online assessment continuance intention and individual performance by integrating task technology fit and expectancy confirmation theory. Heliyon, 9(11), e22068. https://doi.org/10.1016/j.heliyon.2023.e22068 Maemonah, M., Zuhri, H., Masturin, M., et al. (2023). Contestation of Islamic educational institutions in Indonesia: Content analysis on social media. Cogent Education, 10(1). https://doi.org/10.1080/2331186x.2022.2164019 Mai, R., Niemand, T., Kraus, S. (2021). A tailored-fit model evaluation strategy for better decisions about structural equation models. Technological Forecasting and Social Change, 173, 121142. https://doi.org/10.1016/j.techfore.2021.121142 Mamun, M. R. A., Prybutok, V. R., Peak, D. A., et al. (2022). The role of emotional attachment in IPA continuance intention: an emotional attachment model. Information Technology & People, 36(2), 867–894. https://doi.org/10.1108/itp-09-2020-0643 Manegre, M., Sabiri, K. A. (2020). Online language learning using virtual classrooms: an analysis of teacher perceptions. Computer Assisted Language Learning, 35(5–6), 973–988. https://doi.org/10.1080/09588221.2020.1770290 Marandu, E. E., Mathew, I. R., Svotwa, T. D., et al. (2022). Predicting students’ intention to continue online learning post-COVID-19 pandemic: extension of the unified theory of acceptance and usage technology. Journal of Applied Research in Higher Education, 15(3), 681–697. https://doi.org/10.1108/jarhe-02-2022-0061 McIntyre, M. M., Medina, P. S., Zhang, J., et al. (2023). Understanding student intentions to take online courses: A theory-driven examination of adoption factors and prior experience. Education and Information Technologies, 28(12), 15599–15624. https://doi.org/10.1007/s10639-023-11823-4 Patael, S., Shamir, J., Soffer, T., et al. (2022). Remote proctoring: Lessons learned from the COVID‐19 pandemic effect on the large scale on‐line assessment at Tel Aviv University. Journal of Computer Assisted Learning, 38(6), 1554–1573. Portico. https://doi.org/10.1111/jcal.12746 Rajiani, I., Kot, S., Michałek, J., et al. (2023). Barriers to technology innovation among nascent entrepreneurs in deprived areas. Problems and Perspectives in Management, 21(3), 614–628. https://doi.org/10.21511/ppm.21(3).2023.48 Reyes-Millán, M., Villareal-Rodríguez, M., Murrieta-Flores, M. E., et al. (2023). Evaluation of online learning readiness in the new distance learning normality. Heliyon, 9(11), e22070. https://doi.org/10.1016/j.heliyon.2023.e22070 Ritonga, M., Shaban, A. A., Al-Rashidi, A. H., et al. (2023). Engagement in On-line Language Assessment: are test-taking skills, self-assessment, resilience, and autonomy critical? Language Testing in Asia, 13(1). https://doi.org/10.1186/s40468-023-00236-2 Rumainur, R., Fauzan, U., Malihah, N. (2022). Characteristics of Islamic Religious Education in Boarding School Curriculum. Southeast Asian Journal of Islamic Education, 4(2), 197–207. https://doi.org/10.21093/sajie.v4i2.4593 Salas‐Pilco, S. Z., Yang, Y., Zhang, Z. (2022). Student engagement in online learning in Latin American higher education during the COVID‐19 pandemic: A systematic review. British Journal of Educational Technology, 53(3), 593–619. Portico. https://doi.org/10.1111/bjet.13190 Sari, N. P., Rajiani, I., Setiawan, M. A., et al. (2023). Academic Stress Toward Limited Internet Access When Learning During the COVID-19 Pandemic in Rural Areas. Advances in Human Resources Management and Organizational Development, 80–91. https://doi.org/10.4018/978-1-6684-6543-1.ch006 Sholeh, M. I. (2023). Technology Integration in Islamic Education: Policy Framework and Adoption Challenges. Journal of Modern Islamic Studies and Civilization, 1(2), 82–100. https://doi.org/10.59653/jmisc.v1i02.155 Sousa, M. J., Marôco, A. L., Gonçalves, S. P., et al. (2022). Digital Learning Is an Educational Format towards Sustainable Education. Sustainability, 14(3), 1140. https://doi.org/10.3390/su14031140 Sukendro, S., Habibi, A., Khaeruddin, K., et al. (2020). Using an extended Technology Acceptance Model to understand students’ use of e-learning during Covid-19: Indonesian sport science education context. Heliyon, 6(11), e05410. https://doi.org/10.1016/j.heliyon.2020.e05410 Tang, K. H. D. (2022). Impacts of COVID-19 on primary, secondary and tertiary education: a comprehensive review and recommendations for educational practices. Educational Research for Policy and Practice, 22(1), 23–61. https://doi.org/10.1007/s10671-022-09319-y Walsh, A., Powell, P., de Matos-Powell, S. L. (2023). Experiences of the Higher Education Response to the Covid-19 Pandemic: An Auto-Ethnographic Analysis. Beyond the Pandemic Pedagogy of Managerialism, 61–85. https://doi.org/10.1007/978-3-031-40194-7_5 Wei, X., Taecharungroj, V. (2022). How to improve learning experience in MOOCs an analysis of online reviews of business courses on Coursera. The International Journal of Management Education, 20(3), 100675. https://doi.org/10.1016/j.ijme.2022.100675 Yang, C., Xu, D. (2023). Predicting student and instructor e-readiness and promoting e-learning success in online EFL class during the COVID-19 pandemic: A case from China. PLoS One, 18(5), e0284334. https://doi.org/10.1371/journal.pone.0284334 Yuliana, L., Raharjo, S. B. (2021). Senior High School Teacher Readiness in the Implementation of Learning from Home in Covid-19 Adaptation Period. Education Quarterly Reviews, 4(3). https://doi.org/10.31014/aior.1993.04.03.356 Zhang, X., Zhou, M. (2023). Information and digital technology-assisted interventions to improve intercultural competence: A meta-analytical review. Computers & Education, 194, 104697. https://doi.org/10.1016/j.compedu.2022.104697



DOI: https://doi.org/10.24294/jipd.v8i5.3596

Refbacks

  • There are currently no refbacks.


Copyright (c) 2024 Hamdanah, Rusmaniah, Ismi Rajiani, Muslimah

License URL: https://creativecommons.org/licenses/by/4.0/

This site is licensed under a Creative Commons Attribution 4.0 International License.