Students' Satisfaction in Online Tutorial

DOI

10.2991/icest-17.2017.49How to use a DOI?

Keywords

online tutorial, students' satisfaction, chemistry education

Abstract

This study examined the gap extension between reality and student's expectation and satisfaction towards the implementation of online tutorial activities. The study was conducted at the Open University in Chemistry Education courses. That consist of 316 students in Chemistry Education. Data was obtained from 43 students who took online tutorials in 2015. One semester through a questionnaire with 20 items. All of items with a "product moment" correlation technique and obtained the valid questions and the reliability of test results with Cronbach's alpha test was 0.757. The data obtained were analyzed through mean score and Importance Performance Analysis. The results showed students still need more interaction with tutor. Students placed high expectations on how tutor call to follow initiation granted (M=4.72), and how the initiation material given by tutor is interesting to learn (M = 4.72). Students also placed high expectation on the assignment from the tutor, and presentation of the tutorial's material can be examples and explanations to support understanding of the material concepts of course material. Moreover, students still hoped that tutor motivated and enabled students to express opinions / argument.

Copyright

© 2017, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Sandra Sukmaning Adji
AU  - Ms. Sunarsih
PY  - 2017/09
DA  - 2017/09
TI  - Students' Satisfaction in Online Tutorial
BT  - Proceedings of the 2nd International Conference on Education, Science, and Technology (ICEST 2017)
PB  - Atlantis Press
SP  - 146
EP  - 148
SN  - 2352-5398
UR  - https://doi.org/10.2991/icest-17.2017.49
DO  - 10.2991/icest-17.2017.49
ID  - Adji2017/09
ER  -