Design and Implementation of Online Learning System:
An Analysis from Students’ Perspectives
ANISA MOZA SABILLA1, MAHIR PRADANA2
1Master of Management,
Telkom University,
Jalan Terusan Buah Batu, Bandung 40257,
INDONESIA
2Department of Business Administration,
Telkom University,
Jalan Terusan Buah Batu, Bandung 40257,
INDONESIA
Abstract: - The COVID-19 pandemic has changed the nature of education, leading to a move away from in-
person instruction toward online training. This raises the question of how beneficial, given the COVID-19
epidemic, online schooling is. The effectiveness of e-learning and student efforts during the COVID-19
epidemic will be used in this study to measure the Telkom University S1 Business Administration department's
level of learning satisfaction. This type of research is descriptive quantitative since it makes use of a
questionnaire. A private university's hundred students made up the study's population. To evaluate data, use the
SmartPLS program. The results of the data analysis show that learning satisfaction is significantly impacted by
both student actions and the effectiveness of e-learning.
Key-Words: - Student initiatives, COVID-19, online learning, digital study, innovation, learning satisfaction
Received: April 14, 2023. Revised: November 17, 2023. Accepted: December 18, 2023. Published: April 8, 2024.
1 Introduction
In 2020, the COVID-19 epidemic started to spread
over the globe. The infectious condition is caused
by the COVID-19 virus, a kind of coronavirus that
is spread by particles that come out of the mouths
and nostrils of affected people, according to the
World Health Organization (WHO), [1]. Because of
the COVID-19 virus's rapid spread, the government
has created a social distancing policy to stop the
virus's spread. Because this policy forbids meetings,
activities like studying at school or the university
must be completed online from their separate
homes.
This encourages independent study at home, but
youngsters still need to build the appropriate
learning competencies, therefore learning strategies
are needed. With the shift in learning methods from
in-person instruction in the classroom to online
learning (distance), we had to adjust right away.
With technology that is connected to the internet,
learning may still be done anywhere. Online
learning is thought of as a solution for educational
activities. Teachers and students that live far apart
can interact and communicate more easily through
online learning, [2]. Teachers can reach out to and
interact with students at any time and from any
location. In line with the advancement of
contemporary educational trends, online instruction
can replace in-person instruction in the classroom
while simultaneously improving digital literacy.
Online learning strategies are currently being
used at almost all educational levels to stop the
COVID-19 infection from spreading. Using the
Internet for online learning activities allows for both
synchronous and asynchronous communication,
one-to-one and one-to-many interactions, and an
interactive component. Online learning is an open
educational system that uses the internet, a network-
based technology, as a learning instrument. It
imparts knowledge through interactions and
activities, [3]. Technology use is said to increase
students' enthusiasm for studying since they can use
it to create a more modern, fresh learning
environment, [4].
One of the many benefits of e-learning is that it
can help students retain more of the material that is
provided, become more engaged, improve the
quality of the course material, and become more
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capable of learning on their own by forcing them to
research the material further.
It is important to inspire students to think that
their educational investments will help them achieve
their goals. They want their education to apply to
their experiences and to feel respected as capable
learners, [5]. Students are more likely to feel
motivated and engaged in their studies when these
benchmarks are met. Some characteristics of
successful students include time management skills
and self-motivation, according to an online study
that does not only target adult learners. The best
indicator of learning achievement is independent
study, especially regular study by the learning plan,
prompt assignment completion, frequent access to
learning resources, and reading important course
materials, [6]. Students' behavior during learning
activities can be used to gauge how enthusiastic they
are about learning; motivated students will
participate in learning activities with diligence, [7].
Online learning adheres to the same set of
guidelines as traditional classroom instruction, [8].
There are similarities between the two in terms of
how subjects and abilities are introduced, how
students are guided through the learning process,
and how independent assignments are provided.
Learner-teacher interaction, student participation, an
active learning environment, timely feedback,
realistic learning objectives, and recognition of
differences are the minimum number of factors that
need to be considered. Two categories exist for
online education.
The first is the wrap-around paradigm, which
depends on basically unchanged online and offline
learning resources. Collaborative learning activities,
online tests, and group discussions are all part of the
course requirements. The second strategy is known
as The Integrated Model, and it resembles courses
offered through other online learning platforms and
system administration quite a bit, [9].
Numerous apps that can help with online
learning have been made possible by technology,
such as Google Meet and Zoom. The usage of
learning programs, a relatively new development in
educational technology, is entirely up to the user,
[10]. A conference in which participants may still
see and communicate with one another although
they are in separate locations is referred to as "video
conferencing", [11]. Online learning is supported by
many colleges using video conferencing-based
learning tools like Google Meet and Zoom, which
may be downloaded for free on iOS, Windows,
Android, and other operating systems.
The software is rated as having excellent quality
because of its ability to integrate online meetings,
chats, and video conferencing to allow users to
virtually meet and converse with one another.
Furthermore, both Zoom Meeting and Google Meet
have a variety of ancillary features, such as the share
screen feature that allows instructors to display
slides with teaching materials. Additionally, there is
a recording tool that allows us to capture lecture
activities and save them so you may view them
whenever you want.
Using Google Meet and Zoom as instructional
tools, this study aims to ascertain the effects of
online learning. It is hoped that the research will
provide an objective picture of what students truly
experience when participating in online learning and
will work as a tool for assessment for different
stakeholders to further enhance the quality of online
learning.
2 Literature Review
E-learning Effectiveness
The quality of instruction provided by each teacher
determines how effective online learning may be,
[12]. Learning resources or content must also be
able to be presented understandably for all students
to properly absorb the knowledge presented, [13].
The effectiveness of the learning process is defined
as the extent to which learning objectives have been
met. The information obtained from the study of
learning efficacy will help the university create
better online course designs, [14].
Student Initiative
The student initiative states that proactive, self-
initiated, and consistent activities used to achieve
learning objectives are examples of learning
attitudes. Academic achievement and student efforts
have been demonstrated to be closely related. Active
learning leads to improved knowledge acquisition
and a deeper comprehension of the learning
material. Self-learning management and learning
efficiency and effectiveness are positively
connected. Stated differently, kids who exhibit
greater degrees of self-learning management also
outperform their peers in terms of their academic
performance, [15].
Learning satisfaction
One feels content when their needs, desires, and
expectations are fulfilled. The service in question
enhances students' pleasure with their education.
Thus, learning satisfaction might be defined as a
sense of completion that arises from the
accomplishment of learning activities' objectives.
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This is also consistent with Ko's claim that learning
satisfaction is defined as the extent to which
students are satisfied with the learning process and
its results, [16]. Student happiness is a key factor in
the effectiveness of the teaching and learning
process for both educators and educational
institutions. Students may be dissatisfied with their
education for a variety of reasons, one of which is
the discrepancy between their expectations and
reality. Students will feel happier if the
expectations, skills, and abilities they face during
the teaching and learning process align with those
expectations; on the other hand, if there is a
discrepancy between learning ability, skills, and
expectations, students will feel less satisfied. Factors
such as surroundings, processes for teaching and
learning, and services may all have an impact on
how satisfied students are with their education. It is
anticipated that by focusing on student satisfaction,
the school would be able to expand efficiently, [17].
Students' enjoyment of their education is a reflection
of how they feel about it. This relates to how
successful online learning is generally. University
programs are successful when there is a greater
dedication to learning, higher levels of tenacity, and
a lower dropout rate. Furthermore, student
satisfaction aids in the development of specific
online learning approaches and helps the institution
identify areas that require improvement.
Furthermore, a critical statistic for learning
outcomes and student-related initiatives is student
satisfaction. Furthermore, it has been claimed that
student behaviors like managing their studies are
positively correlated with their happiness with
online learning, [18].
The following are the study's hypotheses:
Hypothesis 1 (H1) shows that learning satisfaction
is positively impacted by e-learning satisfaction.
The second hypothesis (H2) shows that learning
satisfaction is positively impacted by student
initiative.
Hypothesis 3 (H3) shows that student initiative and
the efficacy of e-learning positively affect learning
satisfaction.
3 Methodology and Result
This study combines a descriptive technique with a
quantitative strategy. Because it is based on the
positivist school of thought, the quantitative method
is also referred to as the positivistic method. It is
used to research a specific population or sample,
collect data using research instruments, and test
predetermined hypotheses using quantitative and
statistical analysis, [19].
All presently enrolled S1 Business
Administration students at Telkom University from
the classes of 2018, 2019, 2020, and 2021 made up
the population of this survey, and the sample size
was 100 responses. The study's findings were
derived from an online survey consisting of five
questions that reflected the differing levels of e-
learning effectiveness (X1). The learner satisfaction
variable (Y1) has seven questions, whereas the
student initiative variable (X2) has three. Next, a
Likert scale including the following 5 potential
responses is displayed for this issue: strongly
disagree, disagree, agree, unsure, and highly agree.
This questionnaire was distributed to 100 S1
Business Administration majors at Telkom
University. The answers to the questionnaire were
then looked at descriptively.
An overview of the study's respondents is given
in Table 1.
Table 1. General Images of Respondents'
Demographics
SmartPls software with Partial Least Squares
Path Modeling (PLS-SEM) was employed in this
investigation. The PLS-SEM looks at whether there
is a link or influence between such structures to
examine the predictive relationship between them,
[20]. Evaluation of the measurement model occurs
in two stages: the structural model (inner model)
and the measurement model (outer model). This
two-phase assessment of the measurement model
aims to evaluate a model's validity and
dependability, [21].
Model Testing (Outer Model)
The SmartPLS program evaluates the outer model
based on three criteria: Convergent validity is
shown by the loading factor and AVE value;
discriminant validity is indicated by the AVE square
root value; and composite reliability and The
association between latent constructs and reliability
tests is indicated by Cronbach's alpha.
Characteristic
Sum
Percent
Gender
Male
45
45%
Female
55
55%
Year of admittance
2018
15
15%
2019
69
69%
2020
15
15%
2021
1
1%
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Convergent validity
To execute the convergent validity test, first the
loading factor value is compared with the general
rule of thumb (>0.60), and then the AVE value is
compared with the same rule of thumb (>0.50), [22].
Because the loading factor value in the first model is
less than 0.5, it does not satisfy the convergent
validity requirement. To remove the indication
whose loading factor value was less than 0.5, the
model change was done twice, [23]. Table 2 shows
the values of our first model analysis.
Table 2. First Model
Variable
Factor Loading
Effectiveness of E-
Learning
X1.1
0.619
X1.2
0.630
X1.3
0.806
X1.4
0.820
X1.5
0.451
Student Initiatives
X2.1
0.610
X2.2
0.791
X2.3
0.855
Learning Satisfaction
Y1.1
0.783
Y1.2
0.733
Y1.3
0.781
Y1.4
0.760
Y1.5
0.743
Y1.6
0.743
Y1.7
0.745
Discriminant Validity
The discriminant validity test was carried out by
looking at the value of the AVE square root and the
correlation between the latent constructs with the
rule of thumb of the AVE square root > the
correlation between the latent constructs, [22], [23].
Table 3. Latent Variable Correlation, AVE and
AVE Square Root Values
Effectivenes
s of E-
Learning
Student
Initiativ
es
Learning
Satisfacti
on
Ave
AVE
Square
Root
Effectiveness
of E-Learning
(X1)
1.000
0.505
0.552
0.554
0.744
Student
Initiatives
(X2)
0.505
1.000
0.479
0.576
0.759
Learning
Satisfaction
(Y1)
0.552
0.479
1.000
0.571
0.756
The effectiveness of e-learning regarding
student initiatives had a correlation value of 0.505,
and its effectiveness in connection to learning
satisfaction had a correlation value of 0.552, which
was less than the AVE root value of the latent
variable of e-learning effectiveness, which was
0.744, as shown in Table 3. This phenomenon is
also observed in the latent variables of learning
satisfaction and student initiative, where the AVE
root value for each latent variable is greater than the
value of the latent intervariable correlation. In
summary, all three constructions are legitimate.
Reliability Test
A reliability test is conducted to demonstrate the
instrument's precision, consistency, and accuracy in
measuring constructions, as shown in Table 4. To
conduct reliability tests, the values of composite
reliability and Cronbach's alpha (>0.60) for
exploratory research were examined, [22], [23].
Table 5. Values of Cronbach's Alpha and Composite
Reliability
Source: Data Processing with Structural Equation Modeling
PLS
Table 4. Second Model
Variable
Factor Loading
Effectiveness of E-Learning
X1.1
0.630
X1.2
0.650
X1.3
0.845
X1.4
0.826
Student Initiatives
X2.1
0.617
X2.2
0.785
X2.3
0.856
Learning Satisfaction
Y1.1
0.782
Y1.2
0.727
Y1.3
0.787
Y1.4
0.768
Y1.5
0.736
Y1.6
0.740
Y1.7
0.745
Cronbach's
Alpha
Composite
Reliability
Effectiveness of E-
Learning
0.748
0.830
Student Initiatives
0.618
0.800
Learning Satisfaction
0.876
0.903
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Every indication has composite reliability and
Cronbach's alpha values that are more than 0.6, as
shown in Table 5. Consequently, it may be said that
the whole study variables are deemed to fulfill
reliability or dependability.
Structural Model Testing (Inner Model)
Fig. 1: Path Model
R-Square was used for dependent constructs and
significant values in inner model testing (t-value
1.96 with a significant level of 5%), as shown in
Figure 1.
R Square
The evaluation of R-Square attempts to quantify the
degree of variance in the transformation of
independent variables into dependent variables,
[21]. R Square's default values of 0.75, 0.50, and
0.25 denote strong, medium, and weak models,
respectively, [22], [23].
Table 6. R-Square
R Square
Effectiveness of E-Learning
Student Initiatives
0.255
Learning Satisfaction
0.358
The conclusion from the data in Table 6:
1. Student Initiatives' E-Learning
Effectiveness Variable was 0.255, or 25.5%
(weak). At the same time, other aspects that
have not been further investigated affect the
others.
2. Learning Satisfaction of 0.358 or 35.8%
(weak) influences the E-Learning
Effectiveness Variable. At the same time,
additional elements that have not been
further investigated affect the others.
Hypothesis Testing
The route coefficients table and the size of the
predicted t value < t of table 1.96 demonstrate the
importance of the hypothesis, [24].
Table 7. Hypothesis Testing of the Path Coefficient
(Mean, STDEV, T-Values)
Origin
al
Sampl
e (O)
Sampl
e
Mean
(M)
Standar
d
Deviatio
n
(STDE
V)
T
Statistics
(|
O/STDE
V|)
P
Value
s
Effectivene
ss of E-
Learning -
> Learning
Satisfactio
n
0.416
0.436
0.086
4.834
0.000
Student
Initiative -
> Learning
Satisfactio
n
0.269
0.270
0.102
2.643
0.008
Effectivene
ss of E-
Learning -
> Student
Initiatives -
> Learning
Satisfactio
n
0.136
0.138
0.051
2.637
0.009
Table 7 leads to the following conclusions:
Learning satisfaction is significantly and favorably
impacted by the efficacy of e-learning and the
impact of student initiatives and e-learning efficacy
on learner satisfaction is substantial.
The Relationship between E-Learning
Effectiveness and Learning Satisfaction
The test findings demonstrated a substantial value
link between E-Learning Effectiveness (X1) and
Learning Satisfaction (Y1). The t-statistical value of
the effect between X1 and Y1 is 4.783, and the t-
table value is 1.96 with a significance threshold of
0.05. The results demonstrated that the efficacy of e-
learning (X1) had a substantial and positive
influence on learning satisfaction (Y1), with the
original sample value being positive at 0.416. Thus,
it may be said that hypothesis 1 is true.
The Relationship between Student Initiative and
Learning Satisfaction
According to the test findings, there was a
substantial value in the association between student
initiative (X2) and learning satisfaction (Y1). The
value of 2.643 is displayed by the T-statistical value
as being higher than the 1.96 t-table value. The
initial sample value of 0.269 suggests that learning
satisfaction (Y1) is significantly and favorably
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impacted by student initiative (X2). This
demonstrates the acceptance of hypothesis 2.
Relationship of E-Learning Effectiveness and
Student Initiatives with Learning Satisfaction
The test findings demonstrated a substantial
association between learning satisfaction (Y1),
student initiative (X2), and e-learning (X1). t-table)
with a T-statistical value of 2,637 higher than 1.96.
The initial sample value, which was 0.136, is
positive. These findings support hypothesis 3, which
states that learning satisfaction (Y1) is significantly
and favorably impacted by the efficacy of e-learning
(X1) and student initiative (X2).
4 Discussion
The COVID-19 pandemic has changed the face of
education and spurred the expansion of online
learning. Research on the effectiveness of online
learning is encouraged by the benefits that come
with its rise, but it also has certain disadvantages,
[25]. This study aims to assess the effectiveness of
online education and its impact on student initiative
and learning satisfaction in the context of the
COVID-19 pandemic, [26]. Based on the collected
and analyzed data, there is a favorable correlation
between the efficacy of online learning and learner
satisfaction. Student happiness is one indicator of
learning outcomes and programs connected to
students. Student activities also have a favorable
effect on learning satisfaction, [27]. Furthermore, a
significant portion of the enjoyment of learning is
determined by the effectiveness of student initiatives
and online learning. Student initiative shows that
students are driven to learn even in the absence of
explicit instruction, [28]. Encourage students to take
the initiative by asking them to evaluate their
abilities, dispositions, and overall college
achievement. Perceived learning outcomes have a
significant influence on student initiative because
they are attained through positive reinforcement that
encourages positive learning behaviors and piques
students' interest in learning, [29]. These data can
also offer suggestions to educators, learners, and
institutions who need it on how to improve online
learning. To guarantee the uninterrupted provision
of education, establishments have to have the ability
to evaluate the degree to which they are
implementing remote learning effectively.
5 Conclusion
Unpredictable changes in the environment, like the
COVID-19 virus's development, demand us to be
nimble adapters, which necessitates adjustments in
the educational system to keep it running. This
study examines the efficacy of student-driven online
learning and learning satisfaction among Telkom
University S1 Business Administration students.
The study's findings demonstrate that learning
satisfaction is positively and significantly impacted
by both student actions and the efficacy of online
instruction. These outcomes can benefit several
parties, including students and teachers as reference
material to increase learning satisfaction in online
learning and ensure effectiveness in the
implementation of online learning.
The findings of this study should be a valuable
source of ideas and knowledge for Telkom
University, particularly for the S1 Business
Administration study program. Furthermore, it can
assist the institution in creating a sustainable online
learning environment.
The effectiveness of online learning during
COVID-19 is demonstrated by this study, although
there are a few limitations that must be considered.
It represents a portion of the ecosystem, not the
entire environment. First off, the primary goal of
this study is to examine the effectiveness of online
education within the particular setting of Telkom
University's active student body. Second, the
success of online learning is the primary emphasis
of the study's objective evaluations of student
initiative and learning satisfaction. Thirdly, this
study could not account for other variables
including the result of online learning because data
were acquired before the exam ended. This study
only looked at participants' subjective satisfaction
with meeting learning objectives.
Adding more respondents would help future
research expand its emphasis and produce data that
more accurately depicts the event. This is a result of
the research's narrow focus in the current study.
Researchers can assess the effectiveness of online
learning by comparing the motivation of male and
female learners, for example, by looking at aspects
like learning motivation. An additional
recommendation is to conduct a qualitative analysis
of student initiatives and learning satisfaction in this
study to identify the areas in which the professional
development of teachers needs to be improved
through online learning.
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Contribution of Individual Authors to the
Creation of a Scientific Article (Ghostwriting
Policy)
- Anisa Moza Sabilla carried out the field survey,
data analysis, and optimization.
- Mahir Pradana was responsible for the field
survey.
Sources of Funding for Research Presented in a
Scientific Article or Scientific Article Itself
The authors report no source of funding.
Conflict of Interest
The authors have no conflict of interest to declare.
Creative Commons Attribution License 4.0
(Attribution 4.0 International, CC BY 4.0)
This article is published under the terms of the
Creative Commons Attribution License 4.0
https://creativecommons.org/licenses/by/4.0/deed.en
_US
WSEAS TRANSACTIONS on ELECTRONICS
DOI: 10.37394/232017.2024.15.4
Anisa Moza Sabilla, Mahir Pradana
E-ISSN: 2415-1513
34
Volume 15, 2024
