The Relationship of Lecturer’s Communication Pattern and Peer Group Communication Intensity to Learning Interest in Online
DOI:
https://doi.org/10.62710/w0d54r90Keywords:
Lecturer Communication Pattern; Peer Group Communication Intensity; Interest In Learning;Abstract
Online learning enables flexible learning but often reduces student interest due to communication barriers. This study aims to describe lecturer communication patterns, peer group communication intensity, and student learning interest, and to analyze their relationships in online learning at Universitas Surakarta. This is a cross-sectional correlational quantitative study involving 60 Communication students from the 2019 and 2020 cohorts, selected through proportional random sampling. Data were collected using questionnaires and analyzed using univariate and bivariate analysis with the Spearman Rank correlation test. The results show that lecturer communication pattern is in the fair category (60.0%), peer group communication intensity is in the medium category (63.3%), and student learning interest is in the medium category (63.3%). The bivariate analysis reveals a positive and significant relationship between lecturer communication patterns and learning interest (rs = 0.402; p = 0.001), and between peer group communication intensity and learning interest (rs = 0.604; p = 0.000). The study concludes that both lecturer communication patterns and peer group communication intensity have a direct and significant relationship with student learning interest at Universitas Surakarta.
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Copyright (c) 2024 Ali Arif Setiawan, Jahid Syaifullah (Author)
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