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Perspectives of computer science students on online learning quality and learning apps for sustaining communicative competence growth

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  • BINUS Online Learning - Binus University

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The pandemic of COVID-19 has tremendously shifted the process of facilitating learning for undergraduates. All educational sectors are influenced by the robust implementation of online learning. Students all over the world are also challenged to be adaptive and be resilient with the fast changes of ways to learn. In responding to the sudden shift to online learning, most of students demonstrate tedious works to complete all online tasks and assignments set by lecturers. Consequently, students become more responsive to do the online tasks rather than obtain life-skill competence such as communicative skills. This research aims to investigate quality of online learning and online apps used in the online learning that support development of learners’ communicative competence. The data of this research are from 30 BINUS University students’ responses on the survey conducted during implementation of learning from home. The respondents are involved in English subject online classroom. The data analysis were employed qualitative approach to describe the main focus of the research. The results of data indicate the quality of online learning applied during COVID-19 breakout desired improvements in terms of content development, teaching and learning instruction, and learning evaluation system to accomodate the acquisition of communicative competence. Moreover, online learning devices were still lacking on catering the development of communicative competence. Overall, the research has proved that the quality and the tools of online learning are interdependent factors to reinforce communicative competence.
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Perspectives of computer science students on
online learning quality and learning apps for
sustaining communicative competence growth
To cite this article: J Y Luke et al 2021 IOP Conf. Ser.: Earth Environ. Sci. 729 012129
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International Conference on Biospheric Harmony Advanced Research 2020
IOP Conf. Series: Earth and Environmental Science 729 (2021) 012129
IOP Publishing
doi:10.1088/1755-1315/729/1/012129
1
Perspectives of computer science students on online
learning quality and learning apps for sustaining
communicative competence growth
J Y Luke1, S T Sela2 and U Yunus3
1 Language Center, English Language Department, Faculty of Humanities, Bina Nusantara
University, Jakarta, Indonesia 11480
Research Interest Group Cross Cultural Communication, Banten, Indonesia 15143
2 Language Center, Computer Science Department, Faculty of Humanities, Bina Nusantara
University, Jakarta, Indonesia 11480
3 Marketing Communication Program, Department of Communication, Faculty of Economics
and Communication Bina Nusantara University, Jakarta Indonesia 11480
Research Interest Group Cross Cultural Communication, Banten, Indonesia 15143
E-mail: jluke@binus.edu
Abstract. The pandemic of COVID-19 has tremendously shifted the process of facilitating
learning for undergraduates. All educational sectors are influenced by the robust
implementation of online learning. Students all over the world are also challenged to be
adaptive and be resilient with the fast changes of ways to learn. In responding to the sudden
shift to online learning, most of students demonstrate tedious works to complete all online
tasks and assignments set by lecturers. Consequently, students become more responsive to do
the online tasks rather than obtain life-skill competence such as communicative skills. This
research aims to investigate quality of online learning and online apps used in the online
learning that support development of learmers’ communicative competence. The data of this
research are from 30 BINUS University students responses on the survey conducted during
implementation of learning from home. The respondents are involved in English subject online
classroom. The data analysis were employed qualitative approach to describe the main focus of
the research. The results of data indicate the quality of online learning applied during COVID-
19 breakout desired improvements in terms of content development, teaching and learning
instruction, and learning evaluation system to accomodate the acquisition of communicative
competence. Moreover, online learning devices were still lacking on catering the development
of communicative competence. Overall, the research has proved that the quality and the tools
of online learning are interdependent factors to reinforce communicative competence.
Keywords: Communicative competence, online learning quality, online learning apps,
perspectives
1. Introduction
It is unquestionably true that all students acquires most of academic skills when they obtain full-time
studying at school. In college or university, adult students improve social skills as well as academic
skills. They have much fun having socialization with friends coming from different schools that result
in positive awareness to develop social skills as well as to acquire other knowledge or skills. Going to
International Conference on Biospheric Harmony Advanced Research 2020
IOP Conf. Series: Earth and Environmental Science 729 (2021) 012129
IOP Publishing
doi:10.1088/1755-1315/729/1/012129
2
school is considered the best available public policy tool to improve and develop individuals’ skills
[1]. Thus it is clear that school is the best place to advance skills and knowledge.
Unfortunately, with the recent coronavirus pandemic, most of countries in the world urged to
close schools, universities, and companies for the sake of saving lives and reducing mortality rate.
Similarly, the government of Indonesia had enacted a policy for the people to work, study and have
their religious duties at home. Yet this condition creates problems not only for educators but also for
students. They all have to carry the burden of having piles of assignments that leads to stressful life,
panic, anxiety, and finally demotivation to learn. In short, these negative learning interruptions can
hamper the knowledge and competence growth. This is also supported by statements on a causal effect
of schooling on skills [2]. 12 weeks or 60 days of schooling implies a loss of 60% of standar deviation
which is non-trivial. In other words, closing schools may affect the rise of skill growth of learners
when taking knowledge or skill test.
Due to pandemic COVID-19, online learning becomes the best solution for conducting teaching
and learning process. This fact is also supported by the advancement of technologies in all aspect of
human life. Hence, educational stakeholders enforce all academicians to conduct online learning by
maximizing internet connections and technology innovation. In addition, most of educational
institutions alter the traditional learning to online learning due to the flexibility of accessing the mode
of learning. Distance education has grown rapidly over the past few decades, and online enrollments
have been growing substantially faster than overall higher education enrollments [3]. With this fact, it
is absolutely confirmed that online learning can reach more students.
However, to provide online teaching success in such kind of flexible environment is not easy for
educators. Online learning needs adequate skills and competencies such as technological skills, social
skills, communicative skills and other relevant skills to ensure learning success. Moreover, with the
technology use in online learning can boost the oral production of learners. For example, learners take
advantage of recording voice for delivering messages in the targeted language, at this point learners do
not only enrich the vocabulary ranges but also enhance communicative skills through the medias
either asynchronous or synchronous devices.
Unlikely, not all educators are able to maintain students’ communicative competence growth
through online learning. Factors such as lack of technical skills in operating technology devices, the
minimum lesson preparations, and the huge teaching workload are often interrupting the quality of
online learning delivered to the students. As a consequence, deliberating communicative competence
is often absent from the online learning produced. The online learning environment only functions as
content-delivery than skill-mastery.
Based on those phenomenon, the recent study aims to indicate to what extent online learning can
facilitate the development of communicative competence. The study concentrates on quality of online
learning and online devices applied in online learning during the pandemic of coronavirus. The result
of the study will significantly beneficial for the instutional stakeholders to ensure the success of online
learning deployment in higher educational institution. In addition, the output of the study will raise
learners’ and educators’ awareness on the importance of mastering communicative competence via
online learning.
2. Literature reviews
Online learning has tremendously affected learning system in most of higher educational institutions.
Several research previously has put concerned on benefit of online learning to attest students’ success
in learning. It is useful and helpful to have online material available, where it is also required fpr
teachers to stress the importance of students actively engaging in the material to have its full effect [4].
In other words, online learning permits the access of learning materials. Furthermore, unlike
traditional classes, the great thing about online learning is that learners feel more flexible to
communicate with their teachers or professors [5]. Overall, online learning allows more opportunities
and freedom for learners to fulfill their learning needs.
International Conference on Biospheric Harmony Advanced Research 2020
IOP Conf. Series: Earth and Environmental Science 729 (2021) 012129
IOP Publishing
doi:10.1088/1755-1315/729/1/012129
3
Meanwhile, online learning can hold up utilization of multimodal learning materials and
technology. For example the use of video conference, moodles, learning management system (LMS),
discussion board, website blogs, social networks, and internet can enhance social interaction during
learning process. Accordingly, there is statement saying that various multimedia-facilitated language
learning and teaching environment can provide learners with the salient support and successful
learning experience to develop communicative competence [6]. Thus, integration of multimedia
technology in online learning is essential to augment learners’ communicative competence.
Since the integration of technology in online learning is valuable for increasing learners’
communicative competence, lecturers are suggest using certain variety of technology tools in online
learning classrooms. It has been proven that technology integration in online learning makes the
learning becomes more meaningful, contextual, real and offer more chances to social interaction [7].
One example of familiar technologies that has been executed in most of online learning classroom is
WhatsApp application. WhatsApp can develop students’ writing skills, vocabulary, word choice, and
speaking ability, too [8].
Prior to research on the usage of WhatsApp application in language learning, it is suggested that
Wiki technology (i.e. Wiki Page) would improve learners writing skills such as spelling and sentence
structures by allowing learners to get immediate feedback from classmates or peers [9]. Although
there are plenty of technologies that support online learning, computer-based communication is still
considered as a useful feature for language learning [10]. Shortly, embedding technologies in language
learning will support the success of the language learning.
3. Methodology
The study employs qualitative approach on basis of case study about matters of . There were 30
undergraduate students involved in the research. All of respondents are BINUS students majoring in
Information Technology Department. They filled out a survey using Google Form consisting of five
questions both open-ended and close-ended. To analyze the data, this study adopted descriptive
qualitative analysis based on respondents’ responses on the survey.
4. Results and discussions
4.1. Online learning quality factors to develop communicative competence
Figure 1. Online Learning Quality Factors Leading to Communicative Competence Growth
67%
33%
33%
43%
33%
67%
67%
57%
0% 20% 40% 60% 80%
Content Development
Communicative
Instruction
Multimedia use
Student Assessment
Unsatisfying
Satisfying
International Conference on Biospheric Harmony Advanced Research 2020
IOP Conf. Series: Earth and Environmental Science 729 (2021) 012129
IOP Publishing
doi:10.1088/1755-1315/729/1/012129
4
Figure 1 indicates the satisfaction differences of four leading factors that influence quality of
online learning in aiding communicative competence. For online learning implementation, the students
admitted satisfied only for content development with 67% compared to the result of unsatisifed
students that reached 33% only. While in two measured components as multimedia use and
communicative instruction, the satisfying reactions remained steady in 33% but lower than the
unsatisfying reaction which ended up at the highest percentages of 67% in two aspects. In the last
factor, students assesment, the unsatisfying level was slightly above 10% comparing to the satisfying
level that finally hit 47%. Overall, the result confirms the research results by Jeong [6] that content
development is more important since it significantly affects the development of communcative
competence in online learning.
4.2. Online learning devices supports communicative competence growth
Figure 2. Online Learning Devices Supports Communicative Competence Growth
The bar chart as seen in Figure 2 represents preferences of online devices uses to increase
communicative competence through online learning. 83% of respondentsstudents, in this case
agrees that video screen shares as Zoom, Google Meet, Webex, Skype, Ms.Teams were highly
recommended to level up communicative competence compared to other devices. Following video
share screen, 67% of students conveyed that Chat apps like LINE, WA and Telegram also play
significant role in accomodating communicative competence development via online learning.
Unlikely, learning platform as LMS (institution moodle as Binus Maya and Google Classroom) and
social media platforms such as Instagram and Facebook are less favoured to equip communicative
competence in online learning due to lack of features to mediate communication or interaction and the
unsecurity of privacy matters. Therefore, these tools were only utilized in the small portions, around
27% for social media and 33% found in LMS use. Altogether, these results are in line with the
research results where students will shown greater participation in online learning that allows
autonomy to access multimodal online learning medium [4].
5. Conclusion
Even though online learning is considered great solution for delivering lessons to learner during
COVID-19 outbreak, communicative competence does not always expand progressively. There
remains many intriquing factors affecting the development. Two problems that inhibit the
27%
83%
33%
67%
40%
17%
67%
33%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
Social media
(Instagram,
Facebook)
Video Screen-
Share (Zoom,
Google Meet,
Webex, Skype,
Ms.Teams )
LMS
(BIMAY,
Google
Classroom)
Chat (LINE,
WA,
Telegram)
Yes
No
International Conference on Biospheric Harmony Advanced Research 2020
IOP Conf. Series: Earth and Environmental Science 729 (2021) 012129
IOP Publishing
doi:10.1088/1755-1315/729/1/012129
5
improvement of communicative competence in online learning are quality factors and online devices.
These two dimension jointly determine the success of building communicative competence. By paying
attention to quality factors and application usage when addressing online learning, it is expected that
online learning will consequently assist the growth of communicative competence. This research also
recommends for future investigation on this area to examine other contibuting factors to various types
of failures of online learning which lead to communicative disengagement of learners in online
learning shared by streaming channels.
Acknowledgments
This work is an independent research supported by BINUS Research Interest Group Cross
Communication and Research and Technology Transfer Office, Bina Nusantara University. Special
gratitude goes to Dr. Ulani Yunus for being the writing assistance of this particular research as well as
to Shiyrah Teosebes Sela, a colleague from Language Center of BINUS for providing support in data
collection.
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... It means, online learning makes student an active, selfdirected, self-motivated and teacher an innovative and resourceful person. A comparative study in Nepal and Bangladesh shows that the technological devices such as laptop, desktop, tablet, and mobile phone are used for online learning but mostly mobile phones in Nepal (Shrestha et al., 2022 (Luke et al., 2021;Shrestha et al., 2022), are used to contact between instructors and learners and content delivery. Similarly, google apps like google doc, google sheets, google forms, google slides, etc are also used for assessing and assigning homework in online learning (Andrew, 2019). ...
... Online learning in Nepalese context, is rarely practised so teachers have lacking of pedagogical and technical skills. Similarly, there are many online learning applications like Social media, video screen sharing, Learning Management System and Goole classroom as mentioned by (Luke et al., 2021;Shrestha et al., 2022), but all the respondents used only Zoom for delivering contents and messenger group for homework. D1, from the SB school also used only zoom because of technical issues. ...
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2020 Schools, skills, and learning: The impact of COVID-19 on education. VOX CEFR Policy Portal (column)
  • S Burges
  • H H Sieversten
Burges S and Sieversten H H 2020 Schools, skills, and learning: The impact of COVID-19 on education. VOX CEFR Policy Portal (column). https://voxeu.org/article/impact-covid-19-education
Staying the Course: Online Education in the United States
  • I E Allen
  • J Seaman
Allen I E and Seaman J 2008 Staying the Course: Online Education in the United States. Needham MA: Sloan Consortiun
Professional sports facilities, franchises and urban economic development
  • D Coates
  • J Humphries
Coates D and Humphries J 2001 Professional sports facilities, franchises and urban economic development. Public Finance and Management 3(3).
13 Great benefits of Online Learning
  • B Dumbauld
Dumbauld B 2017 13 Great benefits of Online Learning. https://www.straighterline.com/blog/34-top-secretbenefits-of-studying-online