Repo Dosen ULM

The Satisfaction of the Special Need’ Students with E-Learning Experience During COVID-19 Pandemic: A Case of Educational Institutions in Indonesia

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dc.contributor.author Amka, Amka
dc.contributor.author Dalle, Juhriyansyah
dc.date.accessioned 2021-11-29T06:44:24Z
dc.date.available 2021-11-29T06:44:24Z
dc.date.issued 2021-11-16
dc.identifier.citation Amka, A., & Dalle, J. (2022). The Satisfaction of the Special Need’ Students with E-Learning Experience During COVID-19 Pandemic: A Case of Educational Institutions in Indonesia. Contemporary Educational Technology, 14(1), ep334. https://doi.org/10.30935/cedtech/11371 en_US
dc.identifier.issn 1309517X
dc.identifier.uri https://repo-dosen.ulm.ac.id//handle/123456789/21981
dc.description COVID-19 had a disastrous impact on the education sector resulting in a boom of online learning systems. This shift has severely impacted the underprivileged students with special needs due to the sudden implementation of prolonged distance learning. Thus, it creates an immense need to analyze distance learning media’s effectiveness during the COVID-19 pandemic for students with special needs. The E-learning readiness and satisfaction of special needs students are scarcely investigated areas in education and e-learning literature. Established on the community of inquiry (COI) model, this study aims to determine the factors that underpin students’ satisfaction with their e-learning experience through the mediated mechanism of students online learning readiness. Surveying 178 special needs students from various Indonesian universities revealed that teaching presence, cognitive and social presence, and content quality, directly and indirectly, influence e-learning satisfaction. This extended and more comprehensive model would help educators better understand e-learning’s use as an effective pedagogical platform, especially in the context of special needs students. Key policy implications and directions for future research are suggested. en_US
dc.description.abstract COVID-19 had a disastrous impact on the education sector resulting in a boom of online learning systems. This shift has severely impacted the underprivileged students with special needs due to the sudden implementation of prolonged distance learning. Thus, it creates an immense need to analyze distance learning media’s effectiveness during the COVID-19 pandemic for students with special needs. The E-learning readiness and satisfaction of special needs students are scarcely investigated areas in education and e-learning literature. Established on the community of inquiry (COI) model, this study aims to determine the factors that underpin students’ satisfaction with their e-learning experience through the mediated mechanism of students online learning readiness. Surveying 178 special needs students from various Indonesian universities revealed that teaching presence, cognitive and social presence, and content quality, directly and indirectly, influence e-learning satisfaction. This extended and more comprehensive model would help educators better understand e-learning’s use as an effective pedagogical platform, especially in the context of special needs students. Key policy implications and directions for future research are suggested. en_US
dc.description.sponsorship Universitas Lambung Mangkurat en_US
dc.publisher Anadolu University, Faculty of Communication Sciences en_US
dc.subject community of inquiry model, content quality, online learning readiness, students’ cognitive presence, social presence, students’ satisfaction with e-learning experience, teaching presence en_US
dc.title The Satisfaction of the Special Need’ Students with E-Learning Experience During COVID-19 Pandemic: A Case of Educational Institutions in Indonesia en_US
dc.type Article en_US


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