EVALUASI BEBAN KERJA MENTAL DAN KELELAHAN MAHASISWA PADA PELAKSANAAN KULIAH DARING SINKRON DAN ASINKRON
The COVID-19 pandemic had an impact in face-to-face course having to be replaced with online course. In its implementation, there are two types of online course, synchronous online course (lecturer and student interactions occur in real time) and asynchronous online course (lecturer and student inte...
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| Format: | Final Project |
| Language: | Indonesia |
| Online Access: | https://digilib.itb.ac.id/gdl/view/50644 |
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| Institution: | Institut Teknologi Bandung |
| Language: | Indonesia |
| Summary: | The COVID-19 pandemic had an impact in face-to-face course having to be replaced with online course. In its implementation, there are two types of online course, synchronous online course (lecturer and student interactions occur in real time) and asynchronous online course (lecturer and student interactions do not occur in real time). During the implementation of both online course, there has never been evaluation of mental workload and fatigue in students. This study was conducted to evaluate mental workload and levels of fatigue in synchronous and asynchronous online course.
There were 110 participants involved in the study and will be grouped into 4 scientific clusters (engineering; social & management; math, science, & education; health & medicine) and 2 university clusters (Institut Teknologi Bandung-ITB; non-ITB). The grouping of participants in scientific and university clusters is based on the hypothesis that differences on difficulty of scientific dicipline, institutions, and technological mastery will effect on mental workload and fatigue during online courses. NASA TLX questionnaires are used to measure mental workloads. While the fatigue level measurement was measured using the Swedish Occupational Fatigue Inventory (SOFI) questionnaire and stroop test. Before taking the online course, participants were asked to take a stroop test and fill out SOFI questionnaire. After online course, participants were asked to re-take a stroop test, fill out SOFI questionnaires, and NASA TLX questionnaires.
This study resulted mental workload in both types of online course was at moderate levels. The level of mental workload on synchronous and asynchronous online courses does not significantly difference, but synchronous online course resulted greater mental workloads than asynchronous online course. In synchronous online course, there was a significant difference in the level of mental workload between scientific clusters, social sciences & management clusters having the highest mental workloads among the other four clusters. In addition, mental workload of non-ITB cluster was greater than the ITB cluster and significantly different.
The SOFI questionnaire showed a significant increase in fatigue levels after attending synchronous or asynchronous online courses, while stroop test results showed no significant increase in fatigue levels. Both measures showed same tendency that score after online courses is greater than before online courses. Furthermore, the increase of fatigue level in synchronous and asynchronous online course does not significantly difference, but synchronous online course resulted greater increase in fatigue scores than asynchronous online course.
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