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Affective Domain (Taxonomy Krathwohl) and
Interpersonal Communication of Students in e-
Learning Activities
Heni Cahya Ramdani1, Rizal Fahmi2, Aisha Nadya3, Iin Indahsari4
{hcramdani@unis.ac.id1, rfahmi@unis.ac.id2, aishanadya@unis.ac.id3,
180501004@students.unis.ac.id4}
Universitas Islam Syekh-Yusuf, Tangerang1,2,3,4
Abstract. Emerging of Covid-19 pandemic generated the education system
shifting its activities. The e-learning offers new dimension that opens-up further
opportunities. E-learning allows access to convenient learning activities
anywhere and anytime. However, the e-learning implementation emerges
various challenges which has been possibly mistreating certain aspects related to
the affective and interpersonal communication. To achieve educational goals,
competence and proficiency in mastering the know-how gained from the
teaching-learning activities is essential. Digital education has become essential
for a successful study therefore examining on how its influences to the affective
domain and interpersonal communication of student using learning management
system (LMS) is required. In facilitating these statement, a quantitative study on
higher education students has been applied and resulted that online learning
using LMS influenced students’ affective domain and interpesonal
communication.
Keywords: Affective Domain; Interpersonal Communication; e-Learning
1 Introduction
The Covid-19 outbreak emerged in December 2019. (1) It has rapidly spread and
continued to grow until it declared as pandemic. (2) Tools to prevent are isolation and
quarantine. Quarantine is restriction of persons who are presumed to have been exposed to a
contagious disease but are not ill, either because they did not become infected or because they
are still in the incubation period, social distancing and community containment. (3)
Unprecedented policies were put in place in slowing the spread of the virus lethargicly, i.e.
preventing social contact by closing schools, shops, restaurants, banning public events, and
working from home. (4) Social distancing has been applied in various countries to reduce
human interaction in the wider community (3). The pandemic has brought many challenges.
In response to the outbreak, schools have now to shift its teaching-learning activities to digital
(6) as well as higher education not only in terms of teaching-learning and also other activities
such as research and institutional governance (5). Online learning became of great demand in
the world of education in the last few years. Internet-based learning or what is often referred to
ICSST 2021, November 25, Tangerang, Indonesia
Copyright © 2022 EAI
DOI 10.4108/eai.25-11-2021.2318828
as e-Learning is one form of innovation from the use of technology in education (7). In
addition to utilizing technology, the benefit of online learning is that it reduces space and time
problems that are often faced by conventional education. (8) Teachers and students are
physically in different places for all or most of the time of teaching, learning, and interacting
(10). Students free to learn and go through the courses wherever there is an access to the
Internet, allowing eager and competent students to complete studies at a faster pace. Online
learning can be done combining with face-to-face learning in industry and academia which
showed positive results (9).
Online learning can be the beginning of the creation of a higher education model with a
modern learning environment considering that all learning processes carried out are online-
based (11). However, several challenges need to be faced in the implementation of learning.
One of the challenges is the difficulty of making an online-based learning model, given the
urgent nature of this pandemic, even though online learning requires interactive dialogue
between educators and students. (12) The need for information technology-based learning
concepts and menchanism is envitable (13). Technology adoption in learning practices has
given new opportunities for the learners and practitioners to improvise various learning
resources as well as accessing learning easily by the connectivity of wireless and Internet
connection. Adaptation is needed for both educators and students to switch model of learning.
Regardless of the several advantages i.e. increasing access to education and quality of
learning, costs reduction and effectiveness, retains students in online platforms is a major
challenge faced by educators (14). Despite the shortcomings of technological and industrial
advances, their application is very important in education also this is a requirement that is
intended for students to have competence and skills in understanding future challenges (15)
The readiness of students is a critical part to be studied further when designing an online
learning education system. Psychological, interactive learning literacy, and technology
application are the elements to assess students’ readiness (16). Several strategies can be
carried out by educators, such as briefings and providing feedback on the platform used to
present student involvement (17). Discipline of students in online learning is also very crucial
(18). To keep students actively involved in online teaching-learning activities is a challenging
task because the educator's personal touch tends to be lost or limited. (19) That is why, it is
necessary to develop prescriptions to increase affective factors and interaction of educator and
learner (10). Communication of students in learning takes place through video conferencing
with various challenges that may be faced in the communication aspect and students did not
turn on their cameras during online discussion activities. This makes students unable to see
each other's facial expressions when communicating with each other, thus limiting their
involvement with each other as in conventional learning.(20) Communication is an act that
shows a sense of pleasure in talking, associating and collaborating (21). Variety of learning
with technology is able to support the success of knowledge delivery and penetrate outcome
achievements for the particular course. The satisfaction includes learning impression and
activities which had shown positive significant as well as the students’ performances in
continuous and final assessments.
2 Literature Review
2.1 Online Learning
Online learning as a subset of all distance education has always been concerned with
provision of access to educational experience. It offers flexibility in time and space. It will
enhance the critical function of education interaction in multiple formats and styles. These
interactions could possibly happened with the support by autonomous agents and the
aggregated contribution of other users as described on Figure 1 (22) .
Fig. 1. Model of online learning
Taking an online learning is challenging for student, course designer and the university.
Challenging but indeed it gives benefits. For the students, online learning known as no time
zones. Location and distance are not an issue as well. For the lecturers, tutorials can be done
anytime, anywhere and materials updating immediately. (23) Online social presence might be
useful concept in the design of online environments (10)
and small teaching approach could
help to achieve success in designing an online course. (24) In designing the course a model
developed by Piciano (25) can be used as a reference.
Fig. 2. Blending with purpose: the multimodal model
2.2 Affective Domain of Krathwohl Taxonomy
The cognitive domain is still the main reference in evaluating learning outcomes but
affective aspects have also a role in the assessment process. Affective is required to facilitate
development in the values, ethics, aesthetics, and feelings of social work students. It is
arguably the most complicated type of teaching as it integrates cognition, behaviour, and
feelings (26). This domain forms a hierarchical structure and is arranged from simpler feelings
to those that are more complex. Learning involves attitudes, behaviors, and physical skills and
so the affective domain involves feelings, values, appreciation, enthusiasms, motivations, and
attitudes (27). Affective describes learning objectives emphasize feelings, emotions, and
degree of acceptance or rejection. It senses vary. Ranges from simple to complex commitment
and attention that internally consistent with qualities of character and conscience: 1)
Receiving: awarenes of feelings, emotions, and the ability to utilize selected attention, 2)
Responding: active participation, 3) Valuing: ability to see the value particular object,
phenomenon, behaviour, or piece of information. 4) Organization: ability to prioritize value
and create unique system, and 5) Characterization: ability to internalize values to control
behaviour (27).
2.3 Interpersonal Communication
Communication is the sharing of information and interpersonal communication as a
transactional process in which each person serves as both speaker and listener. (28)
Interpersonal communication is a process of delivering and receiving messages between the
sender and the recipient directly or indirectly. Directly can be implemented without media and
indirect communication can be implemented if certain media are used in the process (29).
Interpersonal communication as receiving and delivering messages has logical consequences
in the form of impacts and opportunities (30). Interpersonal communication is an extremely
practical art since it depends largely on interpersonal skills (31). Interpersonal communication
is more effective in obtaining information (29). Communication is an inevitability necessity
that is needed by everyone, which is not only intended as a way of delivering and receiving
messages, but also to meet the basic needs of individuals, such as giving and getting affection,
showing a desire to be part of a group, and the need to influence others. The sustainable
interpersonal relationships depend on how good the communication is. This is associated with
the following three basic needs: 1) Affection: the desire to give and receive affection, 2)
Inclusiveness: the desire to belong to a certain social group, and 3) Control: the need to
influence people or events. (32) and the principles of interpersonal communication (33):
a) Communication is fundamental
b) Interpersonal Communication is permanent
c) Interpersonal communication is an integral part of ethics
d) Interpersonal communication is irreversible. It will indirectly affect senders and
receivers considered with ethics (34).
e) Interpersonal communication is within human. Human beings play important role in
creating meaning when communication takes place and its interpretation emerge
through interpersonal communication.
f) Metacommunication impacts on meaning. Metacommunication could improve
understanding of message sent verbally and non-verbal communication.
g) Interpersonal communication requires reciprocal relationships
h) Interpersonal communication improve relationship.
i) Communication can't solve everything.
j) Interpersonal communication can be learned.
Communication skills can be developed. Communication occurs in all aspects and
segments of human life. Interpersonal communication can be effectively applied when the
message delivered is well-received by the recipient. In spite of that, interpersonal
communication will improve interpersonal relationships as well (35).
3 Research Design and Method
3.1 Challenge to Participative Method
This study aims to investigate, to what extent, affective domain and interpersonal
communication characteristics are being influenced in the distance learning process using e-
Learning Platform. There are a number of challenge linkage to participative which have not
been mentioned yet. The uncertain situation has triggered that the study and its activities done
virtually. The questionnaires were possibly distributed via social media only: E-mail,
Facebook and Instagram. This barrier has also resulted that the planned interview or
interactive forum were not possibly executed and timely reach the respondents. Indeed, this
was quite uncomfortable due to the uncertain situation.
3.2 Research design and methods
The distributed questionnaires has been designed to consist of e-learning platform used
actively in teaching-learning activities, affective domain (Taxonomy Krathwohl), and
interpersonal communication. It collected 161 respondents from four private universities
across Tangerang City, West Java, Indonesia. The respondents were students from
Universitas Islam Syekh-Yusuf (UNIS), Universitas Muhamadiyah Tangerang (UMT),
Sekolah Tinggi Ekonomi Rahardja (STIE Raharja), and Sekolah Tinggi Islam Asy-Syukuriah
(STIA).
Tabel 1. Respondent classification
Universit
y
Percenta
g
e
UNIS
UMT
73
34
43,5%
21%
STIE Raharja
STIA
32
25
20%
15,5%
Total 161 100%
Source: Data taken and calculated in 2021
4 Result and Discussion
4.1 Online Learning
The online teaching-learning activities applied in four selected universities since the
beginning of pandemic. The platform used in facilitating students varies due to the facilities
the universities able to provide. Learning management system (LMS), Zoom, Google Meet,
and combination of those platforms were and are still actively in use. Table 2. below shows
how those platforms ease its activities. LMS is the platform that mostly used at Universitas
Islam Syekh-Yusuf including Google Meet and combination of those mentioned platforms
than others.
Tabel 2. E-learning Platform used
University Platform Percentage
UNIS LMS
Zoom
GMeet
Combination
81,25%
2,7%
40%
43%
UMT LMS 4,2%
University Platform Percentage
STIE Rahardja
STIA
Zoom
GMeet
Combination
LMS
Zoom
GMeet
Combination
LMS
Zoom
GMeet
Combination
62,2%
10,3%
28,6%
12,5%
32,4%
19,1%
0%
0%
2,7%
31%
0%
Total 100%
Source: Data taken and calculated in 2021
4.2 Affective and Interpersonal Communication
The investigation reveals that online learning influences affective domain and
interpersonal communication, as indicated in Table 3. Wald value obtained on the Affective
variable is 0.001 (sig, 0.975) and the Interpersonal Communication variable is 0.819 (sig,
0.365) with significance value of 0.000<0.05. The result indicates the hypothesis proposed is
accepted that e-learning effectively affects the variables affective domain and interpersonal
communication on teaching-learning activities.
Tabel 3. Varaible in the Equation
B S.E. Wald df Sig. Exp
(B)
95% C.I for EXP (B)
Lower Upper
Step 1a Affective -.001 .048 .001 1 .975 .999 .910 1.096
Interpersonal
Communication
-.016 .018 .819 1 .365 .984 .950 1.019
Constan
t
.184 .765 .058 1 .809 1.202
Source: Data taken and calculated in 2021
The above result appears that in general students concern to the characters of affective
domain and interpersonal communication. Through questionnaires distribution, the result from
Affective can be summarised that Receiving, the average of 49.4% means students listen,
show respect and actively involve during online learning discussion. Responding, 44.9%
students respond by finalising the assignments individually and/or in group and confirm by
delivering questions using LMS and combination of other platform during online teaching-
learning activities. Valuing, 40.68% students believe in instutions programme as stated in
curriculum and response positively to other campus activities. Organising, 46.6% students
able to evaluate the characters, shows responsibility and obedience, and solving problem.
Characterising, 40.62% students able to shows their characteristics of independency, objective
and committed during online teaching-learning activities using LMS and other portals during
online teaching-learning activities.
In spite of Affective, also students behavior on Interpersonal Communication showed
some improvement, 46.1% students manage to show self-confidence and communicate
interpersonally, responsive postively to bring the arguments during discussion, exchange role,
giving feedback, show openess, empathy, be supportive, think positively, interactive,
communicate verbally and non-verbal, orientation to others, solve problem productively and
objectively, flexible, and concern on culture during online teaching learning. Learning has the
essence of planning or design as an effort to teach students. That is why students not only
interact with lecturers but they also need to interact with all peers to achieve the desired
learning objectives. Efforts to improve learning are carried out with assumptions aimed at
improving the quality of learning that begins with planning and designing. (36)
Some obstacles found in the implementation of online learning activities that commonly
occur are the limitations of students participation where they are geographically in different
locations. It is very difficult to physically face to face with the teacher or instructor or with
fellow students. Another obstacle is financial limitations, discipline and decreasing of
motivation (37). Education and technology experts suggest several things need to be
considered before choosing medium for learning activities in order to optimize the process.
(38) suggesting to do: a) Analysing. In the early stages, one thing to consider whether e-
learning is necessary. This question cannot be answered, it is based solely on estimation or on
the advice of others. Each institution need to determine its learning technology that is different
from one another. For this reason, an analysis that includes technical, economic, and social
feasibility studies is needed carried out, b) Instructional design containing content, topics,
credits, teaching materials/curriculum, and c) Evaluation. Through group discussion.
The use of electronics, especially the internet, reveals some problems includes a) lack of
interaction between educators and students as well as amongs students in the teaching-learning
process, b) tendency to ignore academic and social aspects, c) learning process tends to
training instead to educate, d) literacy of educators focused more on technology changes, e)
Students with less learning motivation tend to fail, f) the limitation of internet facilities, g)
lack of knowledge and understanding related to skills in using the internet among teachers,
and h) illiterate of computer language of educators. (39) In dealing with those problems, it is
important to coordinate the material by prioritizing affective elements and interpersonal
communication as explained by Mulyasa (40) on his book that the ability to organize learning
material consists of two stages, selecting and compiling. When learning takes place face-to-
face, it can be said that teachers accustomed to organizing learning. Problem may occurs when
learning activities take place online. In order to avoid misconception between teachers,
students and parents, the online learning material must be carefully selected and teachers do
reviews on the achievement of basic competencies of students.
5 Conclusion
This study resulted that affective domain and interpersonal communication in the distance
learning are influenced by the use of e-learning platform. Statisticaly, it has been calculated
that the result does not show satisfactory but hypothetically, it has been given some
influences. This occurance come out to surface due to the level of technology literacy, used in
teaching-learning activities, of students and lecturers is no more an issue. Lecturers and
students are already accustomed to for more than 1.5 years of time now. Ostacles may
appears in some teaching-learning activities i.e. online, offline even blended learning.
Therefore, it may be necessity that lecturers and students to always prepare for such any
circumstances. Lecturers design instructions model to be more meet the needs of students and
students show more trust on lecturers. This attitude shall be positively upgrading the affective
domain and interpersonal communication skills.
Acknowledgement
The fund for this study borne by the Research Center of University of Islam Syekh-Yusuf
under Simlitabmas PDP programme, and/or by any means, there was no conflict of interest
arisen during the process of its implementation and finalisation.
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