The Role of Socio-Cultural on Online Learning Performance: The Role of Students’ Experience
https://doi.org/10.30605/onoma.v10i2.3532
Keywords:
e-learning, socio cultural, students’ experience, students’ interaction, SEMAbstract
This research investigates how socio-cultural learning process influences students’ experience during and after the COVID-19 pandemic which subsequently influencing their E-Learning performance. 320 valid respondents were recruited for an online survey study. Structural Equation Modeling (SEM) was used to test the research hypotheses. This study found that socio-cultural learning has a crucial role in students’ experience. However, social-cultural Learning has a greater effect on students’ experience. Furthermore, mediator variables, students’ experience, partially mediate therelationship between socio-cultural learning and E-Learning performance. The result of the current study contributes to extend literature education field toward socio-cultural and E-Learning simultaneously. It also develops a new view into the determinants factor to influence students’ experience.
Downloads
Download data is not yet available.
References
Abdelhai, R., Yassin, S., Ahmad, M. F., & Fors, U. G. (2012). “An e-learning reproductive health module to support improved student learning and interaction: a prospective interventional study at a medical school in Egypt.” BMC Medical Education 12(1). doi: https://doi.org/10.1186/1472-6920-12-11.
Alahmari, A. & Amirault, R. (2017). “The use of e-learning in highly domain-specific settings: perceptions of female students and faculty in Saudi Arabia.” Quarterly Review of Distance Education 18(4): 37-56.
Al-Kahtani, N.K., Ryan, J.J., & Jefferson, T.I. (2006). “How Saudi female faculty perceive internet technology usage and potential.” Information Knowledge Systems Management 5(4):227-243.
Anderson, J. C., & Gerbing, D. W. (1988). “Structural equation modeling in practice: A review and recommended two-step approach.”Psychological Bulletin 103(3): 411–423. doi: https://doi.org/10.1037/0033-2909.103.3.411.
Basahel, S., & Basahel, A. (2018). “An empirical study of challenges in online distance education inSaudi Arabia.” International Journal of Information Technology10(3):289–302. doi: https://doi.org/10.1007/s41870-018-0118-z.
Byrne, B.M. (2016). Structural Equation Modeling with AMOS: Basic Concepts, Applications, and Programming, 3rd ed., Routledge, New York, NY.
Chong, S,. W. (2020). “Reconsidering student feedback literacy from an ecological perspective.” Assessment & Evaluation in Higher Education 1–13. doi: https://doi.org/10.1080/02602938.2020.1730765.
DeRouin, R. E., Fritzsche, B. A., & Salas, E. (2005). “E-Learning in Organizations.” Journal of Management 31(6): 920–940. https://doi.org/10.1177/0149206305279815.
Geçer, E., & Bağci, H. (2022). “Examining students’ attitudes towards online education during COVID-19: evidence from Turkey (Análisis de las actitudes de los estudiantes hacia la educación en línea durante la pandemia de COVID-19. Evidencia de un estudio realizado en Turquía).”Culture and Education 1–28. https://doi.org/10.1080/11356405.2022.2031785.
Gravett, K. (2020). “Feedback literacies as sociomaterial practice.” Critical Studies in Education 1–14. https://doi.org/10.1080/17508487.2020.1747099.
Hofstede, G. (2001). Culture’s Consequences: Comparing Values, Behaviors, Institutions, and Organizations across Nations, Thousand Oaks, Calif: Sage Publications.
Kinuthia, Wanjira. (2012). “Research Reported challenges for socio-cultural curricula in instructional design.” Multicultural Education & Technology Journal 6(2): 87-99.
Luppicini, R., & Walabe, E. (2021). “Exploring the social-cultural aspects of e-learning delivery in Saudi Arabia.” Journal of Information, Communication and Ethics in Society 19(4): 560-579.
Nikou D., &Maslov. (2021). “The power of internal feedback: exploiting natural comparison processes.” Assessment & Evaluation in Higher Education 1–23. https://doi.org/10.1080/02602938.2020.1823314.
Patra, S. K., Sundaray, B. K., & Mahapatra, D. M. (2021). “Are university teachers ready to useand adopt elearning system? An empirical substantiation during COVID19 pandemic.” Quality Assurance in Education 29(4): 509–522. https://doi.org/10.1108/qae-12-2020-0146.
Podsakoff, P.M., MacKenzie, S.B., Lee, J.Y. and Podsakoff, N.P. (2003). “Common method biases in behavioral research: a critical review of the literature and recommended remedies.” Journal of Applied Psychology 88(5): 879903. https://doi.org/10.1037/0021-9010.88.5.879.
Rao, P. (2011). “E‐learning in India: the role of national culture and strategic implications.” Multicultural Education & Technology Journal 5(2): 129–150. https://doi.org/10.1108/17504971111142664.
Remtulla, K. A. (2008). “A social theory perspective on elearning.” Learning Inquiry 2(2): 139–149. https://doi.org/10.1007/s11519-008-0032-6.
Salas, E., Kosarzycki, M. P., Burke, C. S., Fiore, S. M., & Stone, D. L. (2002). “Emerging themes in distance learning research and practice: some food for thought.” International Journal of Management Reviews 4(2): 135–153. https://doi.org/10.1111/1468-2370.00081.
Salvador-Mata, B., & Cortiñas-Rovira, S. (2022). “The education institution in the face of the COVID-19 crisis: an accelerated transition towards the technological society of control (La institución escolar ante la crisis de la covid-19: una transición).”
Shamad, M. I., Sari, H., Suti, M., Junaidi, J., Nurjannah, N. (2023). “The effects of cognitive- and affective-based trust on students’ knowledge sharing and learning performance during the Covid-19 pandemic.” Knowledge Management & E-Learning 15(2): 303-321.
Sari, H., & Chou-Liu, M. (2023). “Exploring e-learning success during the covid-19 pandemic: indonesia empirical study.” Croatian Journal of Education 25(4):1225-1259. https://doi.org/10.15516/cje.v25i4.4976.
Sari, H., Chou-Liu, M., Hafid, A., Akbar, J., Elfahmi, F., K. (2023). “The Impact of Interaction via Social Media on Youth Mental Health Through Social Media Content and Communication Style of Indonesian Students.” The Asian Conference on Education (ACE 2023) Official Conference Proceedings.
Sumida, S., & Kawata, K. (2021). An analysis of the learning performance gap between urban and rural areas in sub-Saharan Africa. South African Journal of Education 41(2): 1–17. https://doi.org/10.15700/saje.v41n2a1779.
Yassin, A.A., Razak, N.A., Saeed, M.A., Al-Maliki, M.A.A., & Al-Habies, F.A. (2021). “Psychological impact of the COVID-19 pandamic on local and international students in Malaysian universities.” Asian Education and Development Studies 10(4): 574-586.
Alahmari, A. & Amirault, R. (2017). “The use of e-learning in highly domain-specific settings: perceptions of female students and faculty in Saudi Arabia.” Quarterly Review of Distance Education 18(4): 37-56.
Al-Kahtani, N.K., Ryan, J.J., & Jefferson, T.I. (2006). “How Saudi female faculty perceive internet technology usage and potential.” Information Knowledge Systems Management 5(4):227-243.
Anderson, J. C., & Gerbing, D. W. (1988). “Structural equation modeling in practice: A review and recommended two-step approach.”Psychological Bulletin 103(3): 411–423. doi: https://doi.org/10.1037/0033-2909.103.3.411.
Basahel, S., & Basahel, A. (2018). “An empirical study of challenges in online distance education inSaudi Arabia.” International Journal of Information Technology10(3):289–302. doi: https://doi.org/10.1007/s41870-018-0118-z.
Byrne, B.M. (2016). Structural Equation Modeling with AMOS: Basic Concepts, Applications, and Programming, 3rd ed., Routledge, New York, NY.
Chong, S,. W. (2020). “Reconsidering student feedback literacy from an ecological perspective.” Assessment & Evaluation in Higher Education 1–13. doi: https://doi.org/10.1080/02602938.2020.1730765.
DeRouin, R. E., Fritzsche, B. A., & Salas, E. (2005). “E-Learning in Organizations.” Journal of Management 31(6): 920–940. https://doi.org/10.1177/0149206305279815.
Geçer, E., & Bağci, H. (2022). “Examining students’ attitudes towards online education during COVID-19: evidence from Turkey (Análisis de las actitudes de los estudiantes hacia la educación en línea durante la pandemia de COVID-19. Evidencia de un estudio realizado en Turquía).”Culture and Education 1–28. https://doi.org/10.1080/11356405.2022.2031785.
Gravett, K. (2020). “Feedback literacies as sociomaterial practice.” Critical Studies in Education 1–14. https://doi.org/10.1080/17508487.2020.1747099.
Hofstede, G. (2001). Culture’s Consequences: Comparing Values, Behaviors, Institutions, and Organizations across Nations, Thousand Oaks, Calif: Sage Publications.
Kinuthia, Wanjira. (2012). “Research Reported challenges for socio-cultural curricula in instructional design.” Multicultural Education & Technology Journal 6(2): 87-99.
Luppicini, R., & Walabe, E. (2021). “Exploring the social-cultural aspects of e-learning delivery in Saudi Arabia.” Journal of Information, Communication and Ethics in Society 19(4): 560-579.
Nikou D., &Maslov. (2021). “The power of internal feedback: exploiting natural comparison processes.” Assessment & Evaluation in Higher Education 1–23. https://doi.org/10.1080/02602938.2020.1823314.
Patra, S. K., Sundaray, B. K., & Mahapatra, D. M. (2021). “Are university teachers ready to useand adopt elearning system? An empirical substantiation during COVID19 pandemic.” Quality Assurance in Education 29(4): 509–522. https://doi.org/10.1108/qae-12-2020-0146.
Podsakoff, P.M., MacKenzie, S.B., Lee, J.Y. and Podsakoff, N.P. (2003). “Common method biases in behavioral research: a critical review of the literature and recommended remedies.” Journal of Applied Psychology 88(5): 879903. https://doi.org/10.1037/0021-9010.88.5.879.
Rao, P. (2011). “E‐learning in India: the role of national culture and strategic implications.” Multicultural Education & Technology Journal 5(2): 129–150. https://doi.org/10.1108/17504971111142664.
Remtulla, K. A. (2008). “A social theory perspective on elearning.” Learning Inquiry 2(2): 139–149. https://doi.org/10.1007/s11519-008-0032-6.
Salas, E., Kosarzycki, M. P., Burke, C. S., Fiore, S. M., & Stone, D. L. (2002). “Emerging themes in distance learning research and practice: some food for thought.” International Journal of Management Reviews 4(2): 135–153. https://doi.org/10.1111/1468-2370.00081.
Salvador-Mata, B., & Cortiñas-Rovira, S. (2022). “The education institution in the face of the COVID-19 crisis: an accelerated transition towards the technological society of control (La institución escolar ante la crisis de la covid-19: una transición).”
Shamad, M. I., Sari, H., Suti, M., Junaidi, J., Nurjannah, N. (2023). “The effects of cognitive- and affective-based trust on students’ knowledge sharing and learning performance during the Covid-19 pandemic.” Knowledge Management & E-Learning 15(2): 303-321.
Sari, H., & Chou-Liu, M. (2023). “Exploring e-learning success during the covid-19 pandemic: indonesia empirical study.” Croatian Journal of Education 25(4):1225-1259. https://doi.org/10.15516/cje.v25i4.4976.
Sari, H., Chou-Liu, M., Hafid, A., Akbar, J., Elfahmi, F., K. (2023). “The Impact of Interaction via Social Media on Youth Mental Health Through Social Media Content and Communication Style of Indonesian Students.” The Asian Conference on Education (ACE 2023) Official Conference Proceedings.
Sumida, S., & Kawata, K. (2021). An analysis of the learning performance gap between urban and rural areas in sub-Saharan Africa. South African Journal of Education 41(2): 1–17. https://doi.org/10.15700/saje.v41n2a1779.
Yassin, A.A., Razak, N.A., Saeed, M.A., Al-Maliki, M.A.A., & Al-Habies, F.A. (2021). “Psychological impact of the COVID-19 pandamic on local and international students in Malaysian universities.” Asian Education and Development Studies 10(4): 574-586.
Downloads
Published
2024-04-19
How to Cite
Sari, H., Ming-Chou Liu, Anshari, A., Chen Ching Yang, Altri Wahida, & A. Nurhayati. (2024). The Role of Socio-Cultural on Online Learning Performance: The Role of Students’ Experience. Jurnal Onoma: Pendidikan, Bahasa, Dan Sastra, 10(2), 1549–1558. https://doi.org/10.30605/onoma.v10i2.3532
License
In submitting the manuscript to the journal, the authors certify that:
- They are authorized by their co-authors to enter into these arrangements.
- The work described has not been formally published before, except in the form of an abstract or as part of a published lecture, review, thesis, or overlay journal.
- That it is not under consideration for publication elsewhere,
- That its publication has been approved by all the author(s) and by the responsible authorities – tacitly or explicitly – of the institutes where the work has been carried out.
- They secure the right to reproduce any material that has already been published or copyrighted elsewhere.
- They agree to the following license and copyright agreement.
License and Copyright Agreement
Authors who publish with Onoma Journal: Education, Languages??, and Literature agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under Creative Commons Attribution License (CC BY 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
