Mulyono Herri, Suryoputro Gunawan, Jamil Shafa Ramadhanya
English Education Department, Faculty of Teacher Training and Pedagogy, Universitas Muhammadiyah Prof. DR. HAMKA, Jl. Tanah Merdeka No.20, RT.11/RW.2, Rambutan, Kec. Ciracas, Kota Jakarta Timur, Daerah Khusus Ibukota Jakarta, 13830, Indonesia.
Graduate School, Universitas Muhammadiyah Prof. DR. HAMKA, J Jl. Warung Jati Barat, Blok Darul Muslimin No.17 RT.2/RW, RT.2/RW.5, Kalibata, Pancoran, South Jakarta City, Jakarta, 12740, Indonesia.
Heliyon. 2021 Aug 21;7(8):e07853. doi: 10.1016/j.heliyon.2021.e07853. eCollection 2021 Aug.
The current study aimed to evaluate university students' technological acceptance and connectedness to online learning with WhatsApp support. A total of 202 students from three different courses at an Indonesian private university participated in an online survey. Quantitative data analyses using Rasch modelling technique were conducted to evaluate the survey data. Findings show that most students accepted social media use to support learning and felt connected to the learning. The findings also have identified several drivers that promoted the high level of acceptance and connectedness to learning, such as students' perceived usefulness, availability of learning support, motivation, and connectedness with their friends. Implications for further research and practices of WhatsApp usage to support online learning are discussed.
本研究旨在评估大学生在WhatsApp支持下对在线学习的技术接受度和连接性。来自印度尼西亚一所私立大学三个不同课程的202名学生参与了一项在线调查。使用拉施模型技术进行定量数据分析以评估调查数据。研究结果表明，大多数学生接受使用社交媒体来支持学习，并感觉与学习建立了联系。研究结果还确定了几个促进对学习高度接受和连接的驱动因素，如学生的感知有用性、学习支持的可用性、动机以及与朋友的连接性。讨论了WhatsApp用于支持在线学习的进一步研究和实践的意义。
