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The 3 International Conference
rd
on Vocational Education and Technology (IConVET)
th
Universitas Pendidikan Ganesha - Bali | 7 November, 2020
STUDENTS’ PERCEPTIONS OF ONLINE LEARNING
IN TEACHER TRAINING AND EDUCATION FACULTY

Nofvia De Vega , Jhoni Eppendi
2,b
1,a
1 English Education Department, Borneo Tarakan University, Tarakan, Indonesia
2 English Education Department, Borneo Tarakan University, Tarakan, Indonesia

a
b
Email: nofviadevega@borneo.ac.id, eppendij@borneo.ac.id

Abstract. This research aims to describe students’ perceptions of online
courses. In this research, the researcher used a survey approach. The data
collected using a questionnaire that distributes by online form. This research
used a public opinion survey that classifies of purpose-based classification.
The researcher made the five-stage model, according to the theory of
Salmon. Stage 1 found that the most of respondents had access the Internet
for study (44.6%) and capably using the keyboard (45.5%) or compose text
on a computer/gadget (46.7%), but they lack motivation in online learning
(93.4%). Stage 2 involves individual participants establishing online
socialization, the respondents felt uncomfortable doing communication by
online (80.1%), but they were still active in the online classroom in
interaction with lecturers (96.4%). After that, the data shows they like
working in a group in offline (75.3%) rather than online class (47.3%). At
stage 3 related to information exchange, the respondents need to review the
material (84.2%) due to remind the advanced material, make a priority to
manage self-disciplined (65.2%) and time effectively (71.4%). At stage 4,
course-related group discussions develop, and the interaction becomes more
collaborative (knowledge construction). In online learning, the respondents
preferred to work independently (67.8%) rather than in groups (47.3%) or
collaborate (52.7%) during learning activities. Stage 5, about the experience
in offline and online, had a benefit to studying. The similar results about

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