Proceedings of the 2nd Vocational Education International Conference, VEIC 2020, 27th August 2020, Semarang, Indonesia

Research Article

The Portrayal of Transactional Distance Theory in Online Learning Model during Learn from Home Period at Engineering Faculty, Unnes

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  • @INPROCEEDINGS{10.4108/eai.27-8-2020.2305804,
        author={Nur  Qudus and Virgiawan Adi  Kristianto},
        title={The Portrayal of Transactional Distance Theory in Online Learning Model during Learn from Home Period at Engineering Faculty, Unnes},
        proceedings={Proceedings of the 2nd Vocational Education International Conference, VEIC 2020, 27th August 2020, Semarang, Indonesia},
        publisher={EAI},
        proceedings_a={VEIC},
        year={2021},
        month={7},
        keywords={distance learning e-learning transactional distance theory},
        doi={10.4108/eai.27-8-2020.2305804}
    }
    
  • Nur Qudus
    Virgiawan Adi Kristianto
    Year: 2021
    The Portrayal of Transactional Distance Theory in Online Learning Model during Learn from Home Period at Engineering Faculty, Unnes
    VEIC
    EAI
    DOI: 10.4108/eai.27-8-2020.2305804
Nur Qudus1,*, Virgiawan Adi Kristianto1
  • 1: Civil Engineering Department, Engineering Faculty, Universitas Negeri Semarang
*Contact email: nurqudus@mail.unnes.ac.id

Abstract

The outbreak of COVID–19 has severe impacts in various sectors including education. All schools and campuses must be cleared from any activities. However, learning process must still run for the students. Distance learning which was previously an option has now become a compulsory means of education. Engineering Faculty, Universitas Negeri Semarang also uses distance learning process. Therefore, this study is aimed at describing the implementation of distance learning. This study employed Moore’s transactional distance theory in online learning model as its theoretical framework. The data were collected from the documents and a website used for distance learning in Unnes. Then, the data were analysed qualitatively and quantitatively by using descriptive statistics. The results showed that the percentage of transactional distance between students and teacher is 83,48%, the percentage of transactional distance between students and content is 90,12%, the percentage of transactional distance between students and student is 95,492%. All of those constructs are categorized as very high.