Learning through online platforms in the digital era: Exploring challenges and opportunities

Hateenah Ali Sulaiman Yousef; Agus Wijayanto; Nur Hidayat; Abdillah Nugroho; Yeny Prastiwi

doi:10.22437/proca.v1i3.50476

Authors

Hateenah Ali Sulaiman Yousef Universitas Muhammadiyah Surakarta, Central Java, Indonesia
Agus Wijayanto Universitas Muhammadiyah Surakarta, Central Java, Indonesia
Nur Hidayat Universitas Muhammadiyah Surakarta, Central Java, Indonesia
Abdillah Nugroho Universitas Muhammadiyah Surakarta, Central Java, Indonesia
Yeny Prastiwi Universitas Muhammadiyah Surakarta, Central Java, Indonesia

DOI:

https://doi.org/10.22437/proca.v1i3.50476

Keywords:

Connectivism, Constructivism, Digital divide, Digital platforms, Online learning, Student engagement

Abstract

The incorporation of online platforms within undergraduate education has altered how teaching and learning occur in the digital era. Digital learning environments can present a variety of opportunities and challenges related to student engagement, technology access, and instructional effectiveness. This study explored university students' experiences with online platforms and highlighted the challenges and opportunities within structured academic contexts. Based on constructivism and Connectivism, the research highlighted that digital engagement and learning-centered methods are essential to network learning and knowledge production. This study used a qualitative method, conducted semi-structured interviews and classroom observations of students' engagement in the course with platforms such as Zoom and Google Classroom, with eight undergraduate learners at UMS. The analysis indicated in three main findings: (1) Students enjoyed the flexibility, accessibility to recorded materials to review, the opportunity to pace their learning, and improved time management; (2) some learners reported that motivation decreased and limited peer interactions impaired engagement and satisfaction; (3) technology as a barrier restricted access, with weak internet connectivity complaints, and limited devices impaired participation and restricted deep learning. The results demonstrated the need for balanced synchronous and asynchronous instruction, interactive teaching approaches, support for digital literacy, and equitable access to learning tools to promote inclusive, engaging, sustainable online education.

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