ONLINE LEARNING IN THE LIBRARY AND INFORMATION SCIENCE EDUCATION DURING THE COVID-19

The Coronavirus showed up for the first time in Wuhan, Tiongkok, in December 2019 which is medically known as the SARS Coronavirus 2 (SARS-COV-2). The infection of this virus is through droplets that come out of the human nose and mouth. The virus was announced as a pandemic because it has spread around the globe. According to World Health Organization (WHO), almost all countries in the world have been infected with the virus. In responding to such a situation, many countries have then to set up rules like physical distance to prevent their citizens from being infected. So that working from home can be a good way to break the chain of the spread of the virus. The pandemic has been ruined normal life, messing up many aspects of our daily life. Likewise in the education sector. The learning process which is generally done face-to-face is fully replaced with online or distance learning (Fauzi & Paiman, 2020). Virtual learning is conducted at every level of education. One example is in the Department of Library Science, Faculty of Adab and Cultural Science in UIN Sunan Kalijaga Yogyakarta that has been implementing online learning since March, 16th 2020 according to the university policy of the learning process during pandemic No. 53 the Year 2020. The department has a variety of students in diversity, ranging from ethnicity, religion, race, and differences in physical capabilities because it includes students with disabilities. The implementation of online learning is certainly a challenge for the department. Online learning in this context needs to be evaluated so that it is under the principles of universal design learning (UDL) and is effectively used by various students with various diversity (Mujiono et al., 2018). The online learning system is one form of adaptation of the implementation of independent learning (Sari, 2013). Where independence in learning needs to be given to students so that they have the responsibility to manage and discipline themselves and in developing the ability to learn in their interests (Rivalina, 2013). The independence of learning itself can be seen from the presence or absence of opportunities given to students, for example in determining learning objectives, in choosing the methods and learning media used to achieve the objectives, and in determining the methods, tools, and evaluation criteria for learning outcomes (Putra, 2017). As technology develops, there are many alternative implementations of online learning that can be used according to learning needs (Darmayanti et al., 2007). Some of the alternatives offered by technology include using WhatsApp Group, Google Classroom, Podcasts, Google Meet, and others. The concept of online learning emerged along with the rapid development of technology marked by the emergence of digital or electronic information sources such as e-books, e-journals, and others (Pohan, 2020). Online learning is carried out to prevent the spread of Covid-19 (Dewi, 2020; Purwanto et al., 2020). However, its implementation is certainly not that easy, there are challenges in implementing it (Astini, 2020; Darmalaksana et al., 2020). Meanwhile, online learning management should be carried out under the principles of inclusive learning (Mujiono et al., 2018) and under the 1945 Constitution, Article 32 paragraph (1) which states "every citizen has the right to education". Based on the researchers’ initial observations, it is known that each lecturer has different strategies, methods, and learning media. To formulate the ideal online learning system, it is necessary to research by curating opinions from lecturers and students through comprehensive research (Yoo et al., 2014). This research was conducted to determine the ideal online learning during the covid-19 pandemic at the Department of Library Science UIN Sunan Kalijaga Yogyakarta. This research is expected to be able to contribute to formulating inclusive online learning, especially in the limitations of meeting physically during the pandemic.

This research is a descriptive study with a mixed-method approach (quantitative and qualitative). Quantitative data was collected using a questionnaire using Google Form (https://forms.gle/tgqNqmEPXAhBKfGj9). The qualitative data were obtained by participatory observation, structured interviews conducted through online applications, and documentation by observing various documents related to the issues studied. The qualitative data support the quantitative one obtained through the questionnaire which was filled in by 92 respondents/students. Meanwhile, the interview with informants was conducted with a representative of 92 respondents. The results of the analysis of the collected quantitative and qualitative data were transcribed into a narrative to be analyzed and drawn conclusions.

Online learning overview in the department Since March 16th, 2020, UIN Sunan Kalijaga has implemented online learning, including in the Department of Library Science. However, the learning methods that take place on campus are not diverse. There have been several variations of learning methods since then. Based on the results of the survey, it is known that the tools used for online learning are: 73.9% smartphone, 21.7% laptop, 2.2% PC, and 2.2% combination between smartphone and laptop. Furthermore, the type of internet quota used 77.2% personal data quota, 20.6% WiFi subscribed by family at home, 2.2% WiFi subscribed by dormitory owner. As for the estimated consumption of the internet data quota, the average internet quota for online learning per month is 7.16 gigabytes. The average amount of money spent to buy or rent the internet data quota is Rp. 72,000. If this data is juxtaposed with the nominal pulse given by the university to every student in the amount of around 12-15 GB, then indeed the assistance given by the university can be said sufficient for every student. However, based on several random interviews, it is known that this amount could be insufficient if online lectures are conducted using applications that tend to require a large internet data quota, such as online meeting applications for example Zoom, Google Meet, Webex, and the like. In addition, the availability of several educational packages which are the result of collaboration between the campus and internet providers is also felt to be quite helpful. Based on observations, it is known that during the covid-19 pandemic several applications were used for online learning. Some of these applications include Google Classroom; WhatsApp; Telegram; eLearning UIN Sunan Kalijaga; Online meeting applications such as Google Meet, Zoom, Webex, and so on; Podcast apps like Anchor and Spotify; YouTube; Kahoot, and Quizizz. Each of these applications has its advantages and disadvantages. This is expected to be able to prepare more mature online learning and introduce other, more varied applications to lecturers and students Effectiveness of online learning applications, methods, and evaluations For attendance purposes, below are the percentages of student answers regarding the types of applications that they think are effective: Table 1. Respondents’ responses of the effective applications for attendance purposes No Applications % 1. Google Classroom 47,8% 2. WhatsApp 41,3% 3. eLearning UIN Sunan Kalijaga 5,4% 4. Online application meetings like Google Meet, Zoom, Webex, and so on 4,3% 5. Podcasts like Anchor and Spotify 1,1% Google classroom and WhatsApp become the most used among other applications in terms of attendance purposes. This is due to the reason for calculating the real-time and notifications obtained from the two applications. The UIN Sunan Kalijaga eLearning application which is integrated with the academic information system was chosen by the number of students which is not significant when compared to the two applications mentioned earlier. The small responses of students who choose the eLearning application at UIN Sunan Kalijaga are suspected because this application is rarely used for online lectures. Furthermore, it is related to applications that are suitable for delivering courses materials. Below shows students’ responses regarding applications that they consider effective for delivering course materials. Table 2. Respondents’ responses of the effective applications for delivering course materials No Applications % 1. Google Classroom 27,2% 2. WhatsApp 47,8% 3. eLearning UIN Sunan Kalijaga 2,2% 4. Online meeting applications like Google Meet, Zoom, Webex, and so on 10,9% 5. Podcasts like Anchor and Spotify 7,6% 6. Video uploaded on YouTube 1,1% 7. Combination of two or more different applications 3,2% Why WhatsApp has become so convenient to use, among others; familiar, easy to use, saves internet data quota, does not require a relatively fast internet connection, and allows not only text sharing but also multimedia; can display images, sound, and even video. The next application that is quite interesting for students is Google Classroom. According to them, Google Classroom is effective because it is relatively easy to use; course materials can be seen clearly, especially related to material classification and material history; relatively does not require data quota and high internet speed; there is a clear time limit along with real-time notifications, and allows to upload file attachments. Then, the online meeting application applications such as Google Meet, Zoom, Webex, and so on were chosen because of the opportunity for direct interaction such as during face-to-face lectures. However, there are not many students who wanted lectures to use such applications because they require a fairly large internet data quota consumption and require a stable speed. The podcast and video application uploaded on the YouTube channel was chosen by a small number of students because of the narrative explanation and the opportunity to listen to it while doing other works. Some respondents also felt that the combination of applications was quite effectively used to deliver lecture materials. The two most frequently mentioned applications are a combination of Google Classroom and WhatsApp. For question-and-answer (Q n A) purposes during online learning, several applications were chosen by the respondents. Here are their answers. Table 3. Respondents’ responses of the effective applications for Q n A purposes No Applications % 1. Google Classroom 25% 2. WhatsApp 67,4% 3. eLearning UIN Sunan Kalijaga 0% 4. Online meeting applications like Google Meet, Zoom, Webex, and so on 6,5% 5. Podcasts like Anchor and Spotify 0% 6. Telegram 1,1% WhatsApp is the most used for Q n A purposes during the lecturers. Some reasons include: familiar with the apps, there is a name tag feature or answers directly to the intended person, it is relatively efficient on internet data quota, and relatively does not require high-speed internet. However, this application has the disadvantage that the question-and-answer process is often interrupted because questions and answers are buried by other chats in the group. Google Classroom was chosen for some reasons like there is a special menu for discussion, not buried with comments as in the WhatsApp group, relatively efficient internet data quota, relatively does not require high-speed internet. Furthermore, online meeting applications such as Google Meet, Zoom, Webex, and so on were chosen because of interactive direct interactions such as face-to_x0002_face. Another application, almost similar to WhatsApp as a chat application platform, Telegram was chosen by a small number of students for reasons of application stability and the lack of storage space in the internal memory. For Q n A purposes, it seems that the eLearning of UIN Sunan Kalijaga needs to be evaluated because none of the respondents wanted this application. This is probably because the application based on web services often requires a refresh or reload to find out new questions and answers. The respondents feel that questions and answers are not delivered in real-time. The podcast application and YouTube channel were not selected because these applications only send information in one direction. Finally, regarding the effectiveness of an application for evaluating online learning, below is the percentage of student answers regarding applications that they think are effective to use: Table 4. The most effective application for online learning No Applications % 1. Google Classroom 60,9% 2. WhatsApp 27,2% 3. eLearning UIN Sunan Kalijaga 0% 4. Online meeting applications like Google Meet, Zoom, Webex, and so on 0% 5. Podcasts like Anchor and Spotify 0% 6. Video uploaded on YouTube 0% 7. Web-based quiz apps like Kahoot and Quizizz 11,9% Google Classroom was widely chosen for several reasons including a variety of quizzes and exam questions, confidentiality of answers collected, clear duration of time, notifications. It was followed by WhatsApp for almost the same reasons. However, this application has the disadvantage that the question-and-answer process is often interrupted because questions and answers are buried by other chats in the WhatsApp group. Besides WhatsApp, a few students also choose other chat applications such as Telegram. Furthermore, web-based quiz applications such as Kahoot, Quizizz, and the like were chosen because they were interactive, interesting, and have entertaining games. eLearning UIN Sunan Kalijaga must evaluate the features or menus because none of the respondents have chosen it. It can be seen that online meeting applications such as Google Meet, Zoom, Webex, Anchor, Spotify, and others are also not widely chosen

The ideal online learning at the Department of Library Science UIN Sunan Kalijaga Yogyakarta is a collective effort, either by lecturers, students, or the university itself. The economic gap and digital infrastructure are the homework of various parties. The implementation of online learning is then not only a matter of infrastructure but requires wisdom. The online learning format, which is often translated into an online assignment, needs to pay attention to student abilities. Especially those courses that have a fairly large credit load. Online learning applications do offer a variety of different features. Learning about the pros and cons is one of the best ways to optimize the app, regardless of the platform. Focusing on only one thing that is highlighted by one of the online learning applications has the potential to have disproportionate side effects on other things, for example learning using online meeting applications such as Zoom, Google Meet, Webex and so on does make online learning like face-to_x0002_face learning, but this is not wise for students who have difficulty getting internet access. Internet data quota assistance for students and the training on the use of online learning applications by the university for lecturers are good efforts to prepare for better online learning in the future. A road map related to online learning and risk management in providing education in times of pandemics based on inclusive principles needs to be prepared immediately. This is important to minimize the occurrence of gaps in the implementation of learning. Furthermore, the implementation of online learning after the pandemic also needs to be reviewed so that the implementation of online learning becomes more effective, not counterproductive. The concept of “learning without wall class” becomes relevant and finds its urgency to be applied immediately.