ONLINE LEARNING READINESS AND SATISFACTION DURING COVID-19 PANDEMIC AMONG UNIVERSITY STUDENTS IN FOUR ASIAN COUNTRIES
Abstract
Background and Purpose: Online learning has become a new norm to higher education institutions in the developing countries since COVID-19 pandemic. An overnight shift from conventional physical learning to online learning in this pandemic moment has posed a major challenge to most of the educational institutions. Student’s readiness and satisfaction towards online learning activities are important to ensure the effectiveness of this new learning method. Therefore, this study aims to examine the online learning readiness and satisfaction among the university students from four Asian countries during COVID-19 pandemic. The domains of the examinations included student learning preference, self- direction, self-efficacy, and hardware-soft skill support.
Methodology: This survey research employed a quantitative approach to gather data. The sample respondents were 1,195 university students from Thailand, Malaysia, Indonesia, and China, selected using a simple random sampling method. Online questionnaires were distributed to the respondents, comprising 37 items including demographic profiles, satisfaction, and online learning readiness assessment. The survey responses were analysed descriptively and inferentially using the Statistical Package for Social Sciences (SPSS) version 21.0.
Findings: Results showed that 74.7% of the participants had a middle level of online learning readiness, and only 20.1% had high online learning readiness. The levels of online learning readiness varied among the participating countries. The participants lacked online learning preference, as shown in the lower mean scores compared to the means of self-direction, self-efficacy, and hardware-soft skill supports. For satisfaction, students reflected that online course required improvement, as observed in only 31% satisfaction with the online learning courses provided. The results also revealed that there was a significant positive correlation (r=.383) between online learning readiness and students’ satisfaction.
Contributions: This study provides preliminary insights into the preparedness of online learning in higher educational institutions in the Asian countries. It implies a potential disruptive impact on the educational system during the pandemic. Such perspectives are crucial for educators to understand students’ readiness and perceptions as a means of providing more effective online courses.
Keywords: COVID-19 pandemic, online learning readiness, higher education, satisfaction.
Cite as: Yan-Li, S., Na, J., Pamanee, K., & Sriyanto, J. (2022). Online learning readiness and satisfaction during COVID-19 pandemic among university students in four Asian countries. Journal of Nusantara Studies, 7(2), 245-269. http://dx.doi.org/10.24200/jonus.vol7iss2pp245-269
References
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Astuti, E. R., Alexandro, M., & Purnawarman, P. (2017). The relationship between Indonesian online learners’ learning strategies and learner-instructor interaction in massive open online course (MOOC). Humaniora, 8(3), 253-264.
Au, O. T., Li, K., & Wong, T. M. (2018). Student persistence in open and distance learning: Success factors and challenges. Asian Association of Open Universities Journal, 13(2), 191-202.
Bao, W. (2020). COVID-19 and online teaching in higher education: A case study of Peking University. Human Behavior and Emerging Technologies, 2(2), 113–115.
Bao, W., & Zhang, X. (2012). The multi-dimensional structure and influence mechanism of student academic involvement in China. Fudan Education Forum, 6(1), 20–28.
Blankenship, R., & Atkinson, J. (2010). Undergraduate student online learning readiness. International Journal of Education Research, 5(1), 44-54.
California Community College Chancellor’s Office. (2016). Eighth edition of the distance education report. https://www.cccco.edu/-/media/CCCCO-Website/About-Us/Reports/Files/2017-DE-Report-Final
Cheon, S. H., Reeve, J., & Vansteenkiste, M. (2020). When teachers learn how to provide classroom structure in an autonomy-supportive way: Benefits to teachers and their students. Teaching and Teacher Education, 90(1), 103004.
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Cohen, J. (1998). Statistical power analysis for behavioral sciences. Erlbaum.
Dhawan, S. (2020). Online learning: A panacea in the time of Covid-19 crisis. Journal of Educational Technology Systems, 49(1), 5-22.
Engin, M. (2017). Analysis of students’ online learning readiness based on their emotional intelligence level. Universal Journal of Educational Research, 5(12A), 32-40.
Favale, T., Soro, F., Trevisan, M., Drago, I., & Mellia, M. (2020). Campus traffic and e- learning during COVID-19 pandemic. Computer Networks, 176(1), 107-290.
Gilbert, B. (2015). Online learning revealing the benefits and challenges. (Unpublished master’s thesis). School of Education, St. John Fisher College.
Gopal, R., Singh, V., & Aggarwal, A. (2021). Impact of online classes on the satisfaction and performance of students during the pandemic period of COVID 19. Education and Information Technologies, 26(1), 6923-6947.
Goyal, A., Singh, R., Swietlicki, E. A., Levin, M. S., & Rubin, D. C. (1998). Characterization of rat Epimorphin/Syntaxin 2 expression suggests a role in Crypt-Villus Morphogenesis. American Journal of Physiology, 275(1), 114-124.
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Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2010). Multivariate data analysis (7th ed.). Prentice Hall.
Hanan, A., & Mervat, M. (2015). Blended learning possibilities in enhancing education, training and development in developing countries: A case study in graphic design courses. Technology Education, Management informatics, 4(4), 358-365.
Hew, K. F., Hu, X., Qiao, C., & Tang, Y. (2020). What predicts student satisfaction with MOOCs: A gradient boosting trees supervised machine learning and sentiment analysis approach. Computers and Education, 145(1), 103724.
Hung, M. L. (2016). Teacher readiness for online learning: Scale development and teacher perceptions. Computer Education, 94(1), 120–133.
Hung, M. L., Chou, C., Chen, C. H., & Own, Z. Y. (2010). Learner readiness for online learning: Scale development and student perceptions. Computer Education, 55(3), 1080–1090.
Ilgaz, H., & Gülbahar, Y. (2015). A snapshot of online learners: E-readiness, e-satisfaction and expectations. International Review of Research in Open and Distributed Learning, 16(2), 171–187.
Jiang, N., Yan-Li, S., Pamanee, K., & Sriyanto, J. (2021). Depression, anxiety, and stress during the Covid-19 pandemic: Comparison among higher education students in four countries in the Asia-pacific region. Journal of Population and Social Studies,
29(1), 370-383.
Kara, M., Erdoğdu, F., Kokoc, M., & Cagiltay, K. (2019). Challenges faced by adult learners in online distance education: A literature review. Open Praxis, 11(1), 5-22.
Laohajaratsang, T. (2009). E-learning readiness in the academic sector of Thailand. International Journal on E-Learning, 8(4), 539-547.
Lu, H., Huang, H., & Ye, Q. (2018). The development of MOOC and its impact on higher education in China. https://download.atlantis-press.com/article/25897583.pdf
Mohd Omar, N. A., Jusoh, Z., & Adi Kasuma, S. A. (2020). Malaysian university undergraduates' perceptions towards comprehensive online instructions amidst COVID-19. Universal Journal of Educational Research, 8(12), 7131-7140.
Narayanan, S., & Selvanathan, B. (2017). Online education: It’s implication towards undergraduate students’ at private higher learning institution and Malaysian education system from educator perspectives. Journal of Global Business and Social
Entrepreneurship, 2(1), 84-92.
Ngampornchai, A., & Adams, J. (2016). Students' acceptance and readiness for e-learning in Northeastern Thailand. International Journal of Educational Technology in Higher Education, 13(1), 1-13.
Nur H. W., & Wahyu, S. (2014). E-learning readiness in Indonesia: A case study in junior high school Yogyakarta. http://eprints.uny.ac.id/24344/1/E-76.pdf
Pallant, J. F., Crook, H. D., & Cameron, P. A. (2010). The psychological health of emergency physicians in Australasia. Emergency Medicine, 16(1), 21-27.
Patricia, A. H. A. (2020). College students’ use and acceptance of emergency online learning due to COVID-19. International Journal of Educational Research Open, 1(1), 100011.
Pokhrel, S., & Chhetri, R. (2021). A literature review on impact of COVID-19 pandemic on teaching and learning. Higher Education for the Future, 8(1), 133–141.
Pradana, M., & Amir, N. (2016). Measuring e-learning effectiveness at Indonesian private university. International Journal of Environmental and Science Education, 11(18), 11541-11556.
Ranadewa, D. U. N., Gregory, T. Y., Boralugoda, D. N., Silva, J. A. H. T., & Jayasuriya, N. A. (2021). Learners’ satisfaction and commitment towards online learning during COVID-19: A concept paper. Vision.
Sahu, P. (2020). Closure of universities due to Coronavirus disease 2019 (COVID-19): Impact on education and mental health of students and academic staff. Cureus, 12(4), e7541.
Santoso, H. B. (2018). Indonesian perspective on massive open online courses: Opportunities and challenges. Journal of Educators Online, 15(1), 1-14
Selvanathan, M., Hussin, N. A. M., & Azazi, N. A. N. (2020). Students learning experiences during COVID-19: Work from home period in Malaysian higher learning institutions. Teaching Public Administration.
Singh, V., & Thurman, A. (2019). How many ways can we define online learning? A systematic literature review of definitions of online learning (1988-2018). American Journal of Distance Education, 33(4), 289–306.
Palvia, S., Aeron, P., Gupta, P., Mahapatra, D., Parida, R., Rosner, R., & Sindhi, S. (2018). Online education: Worldwide status, challenges, trends, and implications. Journal of Global Information Technology Management, 21(4), 233-241.
She, L., Ma, L., Jan, A., Sharif, N. H., & Rahmatpour, P. (2021). Online learning satisfaction during COVID-19 pandemic among Chinese university students: The serial mediation model. Frontiers in Psychology, 12(1), 743936.
Smith, P. J., Murphy, K. L., & Mahoney, S. E. (2003). Towards identifying factors underlying readiness for online learning: An exploratory study. Distance Education, 24(1), 57-67.
Sulaiman, F. (2014). Online learning in higher education in Malaysia: A case study of students’ future expectations. International Journal of Humanities and Social Science, 4(8), 124-128.
Tang, H., & Carr-Chellman, A. (2016). Massive open online courses and educational equality in China: A qualitative inquiry. Journal of Educational Technology Development and Exchange, 9(1), 49-66.
Teo, T., Luan, W. S., Thammetar, T., & Chattiwat, W. (2011). Assessing e-learning acceptance by university students in Thailand. Australasian Journal of Educational Technology, 27(8), 1356–1368.
Ünal, Y., Alır, G., & Soydal, I. (2014). Students’ readiness for e-learning: An assessment on Hacettepe University Department of Information Management. Communications in Computer and Information Science, 423(1), 137-147.
Weerasinghe, I. M. S., & Fernando, R. L. S. (2018). Critical factors affecting students’ satisfaction with higher education in Sri Lanka. Quality Assurance in Education, 26(1), 115–130.
Wei, H., & Chou, C. (2020). Online learning performance and satisfaction: Do perceptions and readiness matter? Journal Distance Education, 41(1), 48-69.
WHO (2020). Infection prevention and control guidance for long-term care facilities in the context of COVID-19. https://apps.who.int/iris/bitstream/handle/10665/331508/WHO-2019-nCoV-IPC_long_term_care-2020.1-eng.pdf
Elshami, W., Taha, M. H., Abuzaid, M., Saravanan, C., Al Kawas, S., & Abdalla, M. E. (2021). Satisfaction with online learning in the new normal: Perspective of students and faculty at medical and health sciences colleges. Medical Education Online,
26(1), 1-10.
Waryanto, N. H., & Setyaningrum, W. (2014). E-learning readiness in Indonesia: A case study in Junior High School Yogyakarta. In International Seminar on Innovation in Mathematics and Mathematics Education 1st ISIM-MED 2014 Department of
Mathematics Education,Yogyakarta State University,Yogyakarta, November 26-30 (pp. 645-654). http://eprints.uny.ac.id/24344/1/E-76.pdf
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promises-and-limits-of-online-higher-education.pdf
Yilmaz, R. (2017). Exploring the role of e-learning readiness on student satisfaction and motivation in flipped classroom. Computers in Human Behavior, 70(1), 251–260.
You, J. W., & Kang, M. (2014). The role of academic emotions in the relationship between perceived academic control and self-regulated learning in online learning. Computers & Education, 77(1), 125-133.
Zalat, M. M., Hamed, M. S., & Bolbol, S. A. (2021). The experiences, challenges, and acceptance of e-learning as a tool for teaching during the COVID-19 pandemic among university medical. PLoS ONE, 16(3), e0248758.
Zhang, Y., Kang, Y., & Li, M. (2019). Chinese MOOCs on the way. Journal of Comparative & International Higher Education, 5(1), 67-70.
Zulaikha, K., Nik Mohd Arif, N. N. A., & Khairuddin, Z. (2020). Students' readiness on online distance learning (ODL). Universal Journal of Educational Research, 8(12), 7141-7150.
Adedoyin, O. B., & Soykan, E. (2020). Covid-19 pandemic and online learning: The challenges and opportunities. Interactive Learning Enviroment.
Alem, F., Plaisent, M., Zuccaro, C., & Bernard, P. (2016). Measuring e-learning readiness concept: Scale development and validation using Structural Equation Modelling. International Journal of e-Education, e-Business, e-Management and
e-Learning, 6(4), 193-207.
Alias, N., Zakariah, Z., Ismail, N. Z., & Aziz, M. N. A. (2012). E-learning successful elements for higher learning institution in Malaysia. Procedia Social and Behavioral Sciences, 67(1), 484-489.
Astuti, E. R., Alexandro, M., & Purnawarman, P. (2017). The relationship between Indonesian online learners’ learning strategies and learner-instructor interaction in massive open online course (MOOC). Humaniora, 8(3), 253-264.
Au, O. T., Li, K., & Wong, T. M. (2018). Student persistence in open and distance learning: Success factors and challenges. Asian Association of Open Universities Journal, 13(2), 191-202.
Bao, W. (2020). COVID-19 and online teaching in higher education: A case study of Peking University. Human Behavior and Emerging Technologies, 2(2), 113–115.
Bao, W., & Zhang, X. (2012). The multi-dimensional structure and influence mechanism of student academic involvement in China. Fudan Education Forum, 6(1), 20–28.
Blankenship, R., & Atkinson, J. (2010). Undergraduate student online learning readiness. International Journal of Education Research, 5(1), 44-54.
California Community College Chancellor’s Office. (2016). Eighth edition of the distance education report. https://www.cccco.edu/-/media/CCCCO-Website/About-Us/Reports/Files/2017-DE-Report-Final
Cheon, S. H., Reeve, J., & Vansteenkiste, M. (2020). When teachers learn how to provide classroom structure in an autonomy-supportive way: Benefits to teachers and their students. Teaching and Teacher Education, 90(1), 103004.
Chua, P. Y. (2013). Mastering research statistics. McGraw Hill Education.
Cohen, J. (1998). Statistical power analysis for behavioral sciences. Erlbaum.
Dhawan, S. (2020). Online learning: A panacea in the time of Covid-19 crisis. Journal of Educational Technology Systems, 49(1), 5-22.
Engin, M. (2017). Analysis of students’ online learning readiness based on their emotional intelligence level. Universal Journal of Educational Research, 5(12A), 32-40.
Favale, T., Soro, F., Trevisan, M., Drago, I., & Mellia, M. (2020). Campus traffic and e- learning during COVID-19 pandemic. Computer Networks, 176(1), 107-290.
Gilbert, B. (2015). Online learning revealing the benefits and challenges. (Unpublished master’s thesis). School of Education, St. John Fisher College.
Gopal, R., Singh, V., & Aggarwal, A. (2021). Impact of online classes on the satisfaction and performance of students during the pandemic period of COVID 19. Education and Information Technologies, 26(1), 6923-6947.
Goyal, A., Singh, R., Swietlicki, E. A., Levin, M. S., & Rubin, D. C. (1998). Characterization of rat Epimorphin/Syntaxin 2 expression suggests a role in Crypt-Villus Morphogenesis. American Journal of Physiology, 275(1), 114-124.
Grapragasem, S, Krishnan, A, & Mansor, A. N. (2014). Current trends in Malaysian higher education and the effect on education policy and practice: An overview. International Journal of Higher Education, 3(1), 85-93.
Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2010). Multivariate data analysis (7th ed.). Prentice Hall.
Hanan, A., & Mervat, M. (2015). Blended learning possibilities in enhancing education, training and development in developing countries: A case study in graphic design courses. Technology Education, Management informatics, 4(4), 358-365.
Hew, K. F., Hu, X., Qiao, C., & Tang, Y. (2020). What predicts student satisfaction with MOOCs: A gradient boosting trees supervised machine learning and sentiment analysis approach. Computers and Education, 145(1), 103724.
Hung, M. L. (2016). Teacher readiness for online learning: Scale development and teacher perceptions. Computer Education, 94(1), 120–133.
Hung, M. L., Chou, C., Chen, C. H., & Own, Z. Y. (2010). Learner readiness for online learning: Scale development and student perceptions. Computer Education, 55(3), 1080–1090.
Ilgaz, H., & Gülbahar, Y. (2015). A snapshot of online learners: E-readiness, e-satisfaction and expectations. International Review of Research in Open and Distributed Learning, 16(2), 171–187.
Jiang, N., Yan-Li, S., Pamanee, K., & Sriyanto, J. (2021). Depression, anxiety, and stress during the Covid-19 pandemic: Comparison among higher education students in four countries in the Asia-pacific region. Journal of Population and Social Studies,
29(1), 370-383.
Kara, M., Erdoğdu, F., Kokoc, M., & Cagiltay, K. (2019). Challenges faced by adult learners in online distance education: A literature review. Open Praxis, 11(1), 5-22.
Laohajaratsang, T. (2009). E-learning readiness in the academic sector of Thailand. International Journal on E-Learning, 8(4), 539-547.
Lu, H., Huang, H., & Ye, Q. (2018). The development of MOOC and its impact on higher education in China. https://download.atlantis-press.com/article/25897583.pdf
Mohd Omar, N. A., Jusoh, Z., & Adi Kasuma, S. A. (2020). Malaysian university undergraduates' perceptions towards comprehensive online instructions amidst COVID-19. Universal Journal of Educational Research, 8(12), 7131-7140.
Narayanan, S., & Selvanathan, B. (2017). Online education: It’s implication towards undergraduate students’ at private higher learning institution and Malaysian education system from educator perspectives. Journal of Global Business and Social
Entrepreneurship, 2(1), 84-92.
Ngampornchai, A., & Adams, J. (2016). Students' acceptance and readiness for e-learning in Northeastern Thailand. International Journal of Educational Technology in Higher Education, 13(1), 1-13.
Nur H. W., & Wahyu, S. (2014). E-learning readiness in Indonesia: A case study in junior high school Yogyakarta. http://eprints.uny.ac.id/24344/1/E-76.pdf
Pallant, J. F., Crook, H. D., & Cameron, P. A. (2010). The psychological health of emergency physicians in Australasia. Emergency Medicine, 16(1), 21-27.
Patricia, A. H. A. (2020). College students’ use and acceptance of emergency online learning due to COVID-19. International Journal of Educational Research Open, 1(1), 100011.
Pokhrel, S., & Chhetri, R. (2021). A literature review on impact of COVID-19 pandemic on teaching and learning. Higher Education for the Future, 8(1), 133–141.
Pradana, M., & Amir, N. (2016). Measuring e-learning effectiveness at Indonesian private university. International Journal of Environmental and Science Education, 11(18), 11541-11556.
Ranadewa, D. U. N., Gregory, T. Y., Boralugoda, D. N., Silva, J. A. H. T., & Jayasuriya, N. A. (2021). Learners’ satisfaction and commitment towards online learning during COVID-19: A concept paper. Vision.
Sahu, P. (2020). Closure of universities due to Coronavirus disease 2019 (COVID-19): Impact on education and mental health of students and academic staff. Cureus, 12(4), e7541.
Santoso, H. B. (2018). Indonesian perspective on massive open online courses: Opportunities and challenges. Journal of Educators Online, 15(1), 1-14
Selvanathan, M., Hussin, N. A. M., & Azazi, N. A. N. (2020). Students learning experiences during COVID-19: Work from home period in Malaysian higher learning institutions. Teaching Public Administration.
Singh, V., & Thurman, A. (2019). How many ways can we define online learning? A systematic literature review of definitions of online learning (1988-2018). American Journal of Distance Education, 33(4), 289–306.
Palvia, S., Aeron, P., Gupta, P., Mahapatra, D., Parida, R., Rosner, R., & Sindhi, S. (2018). Online education: Worldwide status, challenges, trends, and implications. Journal of Global Information Technology Management, 21(4), 233-241.
She, L., Ma, L., Jan, A., Sharif, N. H., & Rahmatpour, P. (2021). Online learning satisfaction during COVID-19 pandemic among Chinese university students: The serial mediation model. Frontiers in Psychology, 12(1), 743936.
Smith, P. J., Murphy, K. L., & Mahoney, S. E. (2003). Towards identifying factors underlying readiness for online learning: An exploratory study. Distance Education, 24(1), 57-67.
Sulaiman, F. (2014). Online learning in higher education in Malaysia: A case study of students’ future expectations. International Journal of Humanities and Social Science, 4(8), 124-128.
Tang, H., & Carr-Chellman, A. (2016). Massive open online courses and educational equality in China: A qualitative inquiry. Journal of Educational Technology Development and Exchange, 9(1), 49-66.
Teo, T., Luan, W. S., Thammetar, T., & Chattiwat, W. (2011). Assessing e-learning acceptance by university students in Thailand. Australasian Journal of Educational Technology, 27(8), 1356–1368.
Ünal, Y., Alır, G., & Soydal, I. (2014). Students’ readiness for e-learning: An assessment on Hacettepe University Department of Information Management. Communications in Computer and Information Science, 423(1), 137-147.
Weerasinghe, I. M. S., & Fernando, R. L. S. (2018). Critical factors affecting students’ satisfaction with higher education in Sri Lanka. Quality Assurance in Education, 26(1), 115–130.
Wei, H., & Chou, C. (2020). Online learning performance and satisfaction: Do perceptions and readiness matter? Journal Distance Education, 41(1), 48-69.
WHO (2020). Infection prevention and control guidance for long-term care facilities in the context of COVID-19. https://apps.who.int/iris/bitstream/handle/10665/331508/WHO-2019-nCoV-IPC_long_term_care-2020.1-eng.pdf
Elshami, W., Taha, M. H., Abuzaid, M., Saravanan, C., Al Kawas, S., & Abdalla, M. E. (2021). Satisfaction with online learning in the new normal: Perspective of students and faculty at medical and health sciences colleges. Medical Education Online,
26(1), 1-10.
Waryanto, N. H., & Setyaningrum, W. (2014). E-learning readiness in Indonesia: A case study in Junior High School Yogyakarta. In International Seminar on Innovation in Mathematics and Mathematics Education 1st ISIM-MED 2014 Department of
Mathematics Education,Yogyakarta State University,Yogyakarta, November 26-30 (pp. 645-654). http://eprints.uny.ac.id/24344/1/E-76.pdf
Woodworth, J. L., Raymond, M. E., Chirbas, K., Gonzalez, M., Negassi, Y., Snow, W., & Van Donge, C. (2015). Online charter school study 2015. Center for Research on Educational Outcomes.
Xu, D., & Xu, Y. (2019). The promises and limits of online higher education: Understanding how distance education affects access, cost, and quality. The American Enterprise Institute.https://tacc.org/sites/default/files/documents/2019-03/the-
promises-and-limits-of-online-higher-education.pdf
Yilmaz, R. (2017). Exploring the role of e-learning readiness on student satisfaction and motivation in flipped classroom. Computers in Human Behavior, 70(1), 251–260.
You, J. W., & Kang, M. (2014). The role of academic emotions in the relationship between perceived academic control and self-regulated learning in online learning. Computers & Education, 77(1), 125-133.
Zalat, M. M., Hamed, M. S., & Bolbol, S. A. (2021). The experiences, challenges, and acceptance of e-learning as a tool for teaching during the COVID-19 pandemic among university medical. PLoS ONE, 16(3), e0248758.
Zhang, Y., Kang, Y., & Li, M. (2019). Chinese MOOCs on the way. Journal of Comparative & International Higher Education, 5(1), 67-70.
Zulaikha, K., Nik Mohd Arif, N. N. A., & Khairuddin, Z. (2020). Students' readiness on online distance learning (ODL). Universal Journal of Educational Research, 8(12), 7141-7150.
Published
2022-06-30
How to Cite
Yan-Li, S., Jiang, N., Pamanee, K., & Sriyanto, J. (2022). ONLINE LEARNING READINESS AND SATISFACTION DURING COVID-19 PANDEMIC AMONG UNIVERSITY STUDENTS IN FOUR ASIAN COUNTRIES. Journal of Nusantara Studies (JONUS), 7(2), 245-269. https://doi.org/10.24200/jonus.vol7iss2pp245-269
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