The outbreak of coronavirus disease 2019 or COVID-19
disease that had spread to almost every country around the
world caused so many infections. Public Health systems in
those countries were unable to accommodate all of the
patients, resulting in a large number of deaths. In addition to
affecting lifestyle, health, society and economy, it also had an
impact on education as well. According to UNESCO, the
COVID-19 pandemic had forced more than 1.57 billion
students from more than 188 countries, or 91.3% of global
learners, to leave school and switched to different form of
education outside the classroom. For the epidemic situation in
Thailand was the same. As a result, educational institutions
were unable to open as usual. Ministry of Higher Education,
Science, Research and Innovation (MHESI), the government
agency that supervises higher education, had issued
surveillance measures against the spread of COVID-19. All
universities were scheduled to stop normal teaching and adjust
to online teaching by April 1, 2020. This modification
required learning outcomes to be as effective as or close to
classroom learning.
Online learning means studying with electronic devices
that can be connected via the Internet, which can be studied
anywhere and anytime. When the epidemic crisis occurs,
online teaching through an application (Zoom, Google
classroom, Google meet, Microsoft team, Google Hangouts,
Skype, Line Video Call, YouTube live and Facebook live) is
used to allow students to interact with teachers immediately.
Text, images, audio, video and multimedia will be sent to
learners through web browsers. There were many researches
about online teaching during the coronavirus pandemic. From
the study of Mohammad S. Shawaqfeh(2020), the results
indicated that about 61.4% of the pharmacy students agreed
on the transition into online education. It also indicated that
49.2% of the students had positive attitude on online learning.
34% of the students identified some barriers toward the
provided online learning. Students also need for training on
how to receive online courses. Madziatul Churiyah's research
(2020) found that teachers and schools still need to understand
more about the essence of distance learning. students had less
self-control. They could not control their distance learning
activities. While research using A Demonstrate-Engage-
Assess framework for online Practical teaching of Preclinical
subjects,Amir MaroofKhan, 2021, found that 62%–80% of
students were satisfied with online practical teaching.
Students found learning like this more engaging, fun, and
motivated to learn. The main perceived barrier to teaching in
an online practical laboratory was the lack of face-to-face
interaction, non-experience learning and adaptation to newer
technologies. A study conducted by Maxine Esterhuyse and
Brenda Scholtz (2015) indicated that 45% of e-learning
projects in developing countries were total failures, 40% were
partial failures, while only 15% were successful.
For Thailand, online-only learning is relatively new. This
change has resulted in students having to adapt. Although
technology is previously used to enhance the learning process,
it is used in conjunction with classroom learning. Although it
is a convenient study that can be accessed from anywhere at
any time but studying is different from studying in the
classroom. Teachers need to adjust the teaching style and
assessment. Teachers can't easily control the classroom. This
may make the student's learning efficiency less than studying
in the classroom. Learners must be responsible for learning
more than usual because there is no supervisor to closely
supervise the learners. If learners have good learning
behaviors, they will be successful in learning, resulting in
good learning outcomes. The Faculty of Science and
Technology Suan Sunandha Rajabhat University, normally
managed teaching both theory and practice in laboratory. But
due to the spread of COVID-19, teaching in laboratory could
not be carried out. In order to avoid interruption of learning,
the time required for practice had been changed to teaching
theory with online learning in order to complete the operation
according to the curriculum and students still had learning
outcomes according to the subject objectives. The researcher
Students Behaviors and Factors Affecting Online Learning During the
COVID-19 Situation of Students in Saun Sunandha Rajabhat
University
1JARUWAN CHUTRTONG, 2NARUMON BOONMAN, 3SUPATCHALEE SIRICHOKWORRAKIT
1Dept.of Industrail Microbiology Faculty of Science and Technology Saun Sunandha Rajabhat University Bangkok,
THAILAND
2Dept. of Biology Faculty of Science and Technology Saun Sunandha Rajabhat University Bangkok, THAILAND
3Dept. of Foodscience and technology Faculty of Science and Technology Saun Sunandha Rajabhat University Bangkok,
THAILAND
Abstract: The objectives of this research paper are study online learning behaviors, the success factors of online learning
and perspectives on online learning during the Covid-19 situation. It is survey research. The population is 127 students of
the Faculty of Science and Technology, Suan Sunandha Rajabhat university. The sample group enrolled in microbiology
courses, semesters 1 and 2 of 2020 academic year. Research tool is a questionnaire. Data are analyzed by finding the
average, percentage and standard deviation. The results show that online learning behavior during the Covid-19 situation
are on moderate levels. Overall academic success on study is also at moderate levels. Most students have no difficulty
using technology due to their familiarity but the main problem lies in the access to the Internet signal. These students are
not satisfied with online learning, so the help of teachers and related agencies can resolve student frustrations in order to
make online learning in the future more efficient and to be favorite by learners.
Keywords: behaviors, COVID-19, factors, online learning
Received: September 29, 2021. Revised: October 17, 2022. Accepted: November 22, 2022. Published: December 31, 2022.
1. Introduction
WSEAS TRANSACTIONS on ADVANCES in ENGINEERING EDUCATION
DOI: 10.37394/232010.2022.19.23
Jaruwan Chutrtong,
Narumon Boonman,
Supatchalee Sirichokworrakit
E-ISSN: 2224-3410
207
Volume 19, 2022
was interested in the problem of online learning. There were
questions about the problem condition of online learning from
interviews with sample groups of students of Faculty of
Science and Technology, Suan Sunandha Rajabhat
University, who studied microbiology subject. Students who
are taught online had expressed a wide range of positive and
negative opinions about online learning in terms of teachers,
learners, lesson content and technology i.e., problems of the
stability of the sound and image quality of video calls which
caused by the Internet signal in each area of both students and
teachers. These made learning difficult or sometimes caused
stop teaching which affects students not be able to understand
the lesson. Online learning took place in individual student
accommodation. Therefore, the learning atmosphere were
different from the normal study that held in the classroom at
the university, where teachers were supervising teaching and
could ask questions or discussed immediately when there were
doubts or issues that need to be discussed. But when studied
online at home, students were free to do whatever they
wanted. Teachers could not able to control students. Based on
the problems encountered, the researcher was interested in
studying behaviors and success factors for online learning
during the COVID-19 crisis as a guideline to improve learning
via the Internet in parallel with classroom teaching in the
future.
1) Study behavior of students of Faculty of Science and
Technology, Suan Sunandha Rajabhat University, who
studied microbiology subject by online learning
2) Study the relationship and ability to predict learning
behaviors through the online system
This research was Descriptive Research.
127 science students (Faculty of Science and Technology,
Suan Sunandha Rajabhat University) who enrolled in the first
and second semesters of the 2020 academic year.
• Independent variables are course lessons in
Microbiology.
• Dependent variables are attendance behavior and
success factors of online learning in 4 areas: Teachers,
Learners, Lesson Content and Technology
The researcher contacted sample group to clarify research
objectives and made an appointment via Line program.
Research data confidential without the contributor being
identified. The findings were summarized as a whole which
would not affect learning and assessment. The electronic
questionnaire was designed on Google Forms and an
invitation link for participating in the survey was shared via
email and on social media of the sample group on the last
week of the first and second semester (from 26 to 30 October
2020 and 26 to 30 April 2021). Daily reminders were given to
increase the response rate of participants. The cover letter was
presented on the first page of the electronic survey
highlighting its importance and significance. Therefore, it
promoted the cooperation of the respondents. 214
questionnaires were returned, representing 100 percentage of
all questionnaires. The questionnaires were checked for
accuracy and completeness of the data and then analyzed.
It is a questionnaire consisting of 2 parts as follows
• Part 1 Personal Characteristics consist of age, class,
year, cumulative grade point average, equipment and
network that uses for online learning.
• Part 2 Assessment the Affecting Factors on Students'
Learning Behavior. consist questions on online
learning attitude, student adaptation and teaching
behavior of teachers include physical environment and
technology availability. The questionnaire is 5 levels
Likert scale, positive and negative questions, 1-5 score
from strongly disagree to strongly agree.
The student's learning behavior assessment form
consist 80 questions, 10 questions of 8 items each as
follows:
• Learning attitude
• Study motivation
• Scheduling time for studying
• Anxiety in studying
• Concentration and attention to study
• Data collection process
• Choosing the main theme and remembering the
important content
• Techniques and equipment in studying
• Self-test Exam review and preparation
• Exam Preparation Strategies
Interpretation of the results divided from the average
score to 5 levels as follows:
• Average score of 1.00-1.80 represents the least study
behavior.
• Average score of 1.81-2.60 represents low level
• Average score 2.61- 3.40 represents moderate level
• Average score 3.41- 4.20 represents high level
• Average score 4.21-5.00 represents the most level
The data from the questionnaire was analyzed by the
program as follows:
• General data were analyzed by descriptive statistics
such as percentage.
• Online learning behavior data were analyzed by
descriptive statistics such as percentage, mean,
standard deviation.
• The success factor of online learning Data were
analyzed by descriptive statistics such as percentage,
mean, standard deviation.
2. Research Objectives
3. Method
3.1 Sample Group
3.2 Research Variables
3.3 Data Collection
3.4 Research Tools
3.5 Data Analysis
WSEAS TRANSACTIONS on ADVANCES in ENGINEERING EDUCATION
DOI: 10.37394/232010.2022.19.23
Jaruwan Chutrtong,
Narumon Boonman,
Supatchalee Sirichokworrakit
208
Volume 19, 2022
The main objective of this research study is to find general
attitudes among undergraduate students towards university
distance learning amid the coronavirus (COVID-19)
pandemic.
The study sample consisted of 127 undergraduate
students, 120 female and 17 males. All students participating
in the survey were taking a virtual online course. 62.21% (n =
79) of the sample were aged 19-20, while 33.07% (n = 42)
were aged 21-22. Most of the participants are females (n=117,
92.13%). The data showed in Table 1.
TABLE I. THE AMOUNT AND PERCENTAGE OF BASIC PERSONAL DATA
Personal characteristics
Number
Percentage
Age
19-20
79
62.21
21-22
42
33.07
23-24
6
4.72
Gender
Female
117
92.13
Male
10
7.87
From the data in Table 2, it can be seen that during the
Covid-19 period, most of the students were in their
domiciles. Some students consider staying in Dormitories
during the online learning period due to sufficient internet
network facilities, regardless of the limitations of human
movement.
TABLE II. DISTRIBUTION OF THE NUMBER OF STUDENTS BASED ON
DOMICILE DURING ONLINE LEARNING
Zone
Number
Percentage
North
2
1.57
East
12
9.45
West
3
2.36
south
10
7.87
Central
35
27.56
Northeast
16
12.60
Bangkok and nearby
49
38.58
The success of online learning cannot be separated from
the availability of learning support such as the availability of
stable Internet access and the device used to connect to
internet with modern technology.
Table 3. showed the internet signal character. 70.08%
(n = 89) reported that they had decent internet access, 23.62%
reported that they had no proper access, while 16.54% (n = 21)
reported that they had limited internet access via a mobile
phone or device. Students commented that signal
availability/strength is the main issue behind limited internet
access and internet service considered too expensive for a
regular online connection.
TABLE III. INTERNET SIGNAL CHARACTER
Internet stability
Number
Percentage
Very stable
89
70.08
Not stable enough
30
23.62
Unstable
21
16.54
Access device
3 G
11
8.66
4 G
27
21.26
5 G
89
70.08
From Table 4., determine qualified feeling of students to
use a computer or other device for online learning, 80.31% of
students felt they were qualified to use notebook for online
learning. 10.24% of students reported being comfortable with
tablet.
TABLE IV. TABLE TYPE STYLES
Device usage
Number
Percentage
Desktop computer
12
9.45
notebook
102
80.31
tablet
13
10.24
Mobile phone
-
-
From the survey in Table 5., it was found that the
student's overall learning behavior was at a moderate level,
with an average of 3.2 (SD=.51). The highest mean was
Techniques and equipment in studying with the mean was
3.43 (SD=.59). The lowest mean was anxiety in study. The
mean value was 2.76, respectively, at a moderate level.
TABLE V. MEAN AND STANDARD DEVIATION OF STUDENT'S LEARNING
BEHAVIOR IN EACH ASPECT
Learning behavior
Mean (SD)
represents
Learning attitude
3.23 (.53)
moderate level
Study motivation
3.39 (.45)
moderate level
Scheduling time for studying
3.35 (.45)
moderate level
Anxiety in studying
2.76 (.57)
moderate level
Concentration and attention
to study
2.95 (.44)
moderate level
Data collection process
3.35 (.54)
moderate level
Choosing the main theme
and remembering the
important content
3.11 (.49)
moderate level
Techniques and equipment in
studying
3.43(.59)
moderate level
Self-test Exam review and
preparation
3.31 (.63)
moderate level
Exam Preparation Strategies
3.12 (.42)
moderate level
78.74% of students reported being comfortable with
digital communication, while 17.32% felt they were having
difficulty communicating digitally.
4. Results
4.1 Sample Characteristics
4.2 Location of Domicile
4.3 Supporting Infrastructure for Online Learning
4.4 Students' Learning Behavior
4.5 Students’ Perceptions on Online Learning
WSEAS TRANSACTIONS on ADVANCES in ENGINEERING EDUCATION
DOI: 10.37394/232010.2022.19.23
Jaruwan Chutrtong,
Narumon Boonman,
Supatchalee Sirichokworrakit
209
Volume 19, 2022
68.5%, large number of students, are less satisfied and
dissatisfied with online learning during COVID-19. There are
many factors that affect this perception. The limited space for
interaction between students and teachers in online learning
decreases students' interest in participating in learning. Some
students stated that they lacked understanding of lecture
material that was not directly explained by the teacher.
When comparing online learning with traditional learning,
most students reported that online learning was significantly
different from traditional learning, while the rest felt that
online learning and learning is slightly different. Only 23.62%
of students felt that online learning was more motivating than
traditional learning. While most students (76.38%) were
against the idea that online learning is more motivating than
traditional learning.
TABLE VI. FOCUSING ON ONLINE LEARNING SUCCESS DURING THE
COVID-19 PANDEMIC D
Course characteristics
Mean (SD)
represents
Theoretical section
2.70 (.53)
moderate level
Practical section
2.53 (.45)
low level
TABLE VII. ATTITUDE REFLECTION WITH ONLINE LEARNING
Course characteristics
Number
Percentage
Difficulty
Never
100
78.74
Somtimes
22
17.32
Always
5
3.94
Effectiveness
Ineffective
15
11.81
Less effective
82
64.57
Effective
30
23.62
Costs
High
95
74.80
Medium
28
22.05
Low
4
3.94
Satisfaction
Not satisfied
20
15.75
Less satisfied
87
68.5
Satisfied
20
15.75
From the measures to prevent the spread of COVID-19, it
necessary to change all teaching online system. This study
interested in the challenges and factors affecting the
acceptance of online learning as a tool for teaching within
higher education in Thailand, which online learning was
underutilized in the past. The development and
implementation of online learning will lead to the evolution
and transformation of teaching styles in the future. Based on
data analysis and the findings of this study, it can be
concluded that
• The sample group's overall learning behavior was at
medium level (𝑥 = 3.2). This shows that students are
able to adapt to online learning fairly well. Student of
21st century has the ability to use online technology
quite well.
• Internet signal availability is an important factor in
learning. The main supporting factors of the
effectiveness of online learning were the carrying
capacity of network access and the ability of devices to
access the internet. Students inevitably had to find way
to access online learning. It would not be easy for ones
who lack equipment. Moreover, expensive internet
usage is also a barrier to online learning.
• Students perceived that the implementation of virtual
learning in the Covid-19 period has not been fully
effective. The difference of the learning style is mostly
restricted, receive messages from the instructor, lack
of discussion and interaction between the learner and
the teacher. Also, the changes of environment, from
classroom with others to studying alone at home is an
important differentiator. Studying at the university
level is highly competitive. Students are changed by
the environment.
• In the current study, the majority of participants
strongly not satisfy of online learning. The highest
challenge for accepting online learning are
insufficient/ unstable internet connectivity, lack of
computers/ laptops, and technical problems. This
investigation has identified factors that will improve
the quality of online learning. This will make students
feel better on online learning. Teachers also play an
important role in creating positive attitudes. it is
necessary to create good virtual lecture atmosphere,
good interaction with students and sensitive to the
reactions of learners because they can't see the
behavior in class.
• However, there are many advantages of studying
online. It reduces social interactions, make a new
environment that lack of stimulation. The advantages
of studying online at residence making it possible to
focus on learning in the situation of COVID-19 or any
situation. It is also making students feel safe from
getting infected with the Covid-19 virus, reduce
anxiety. Moreover, online teaching which can be
taught anywhere and anytime can increase student
motivation. Teachers can encourage students to be
interested in the lesson by using various media.
Students can review the content at any time and make
them understand the content better. While being
studied in online education, it save travel time and
traveling costs, both of which can be then used for
study purposes. Many students have developed their
skills in various fields. However, different students
have different learning behaviors. As for learning
behaviors that affect the success of online learning,
teachers should focus on the use of technology in
learning at the end of the class meeting. teachers
should monitor student participation and encourage
learners to engage in learning.
5. Conclusion
WSEAS TRANSACTIONS on ADVANCES in ENGINEERING EDUCATION
DOI: 10.37394/232010.2022.19.23
Jaruwan Chutrtong,
Narumon Boonman,
Supatchalee Sirichokworrakit
210
Volume 19, 2022
The author would like to thank Suan Sunandha Rajabhat
University, Bangkok, Thailand for providing fund, necessary
equipment, and study area.
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Acknowledgment
References
Creative Commons Attribution License 4.0
(Attribution 4.0 International, CC BY 4.0)
This article is published under the terms of the Creative
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WSEAS TRANSACTIONS on ADVANCES in ENGINEERING EDUCATION
DOI: 10.37394/232010.2022.19.23
Jaruwan Chutrtong,
Narumon Boonman,
Supatchalee Sirichokworrakit
211
Volume 19, 2022