Member’s Name :

1) Bernadetta Elvina/ 122230004

2) Rizky Kurnawan / 12230011
3) Raditya Putra / 122230012
4) Najwah Arifah Nurhidayah / 12230013
5) Aisyah Shinta Bilqis / 122230024

Reading Review: "Industrial Engineering Students' Preferences for Online Learning During the COVID-
19 Pandemic"

INTRODUCTION

This reading reviews the importance of professional industrial engineers (PIEs) in a global context,
focusing on job growth in the industry. Presenting statistics that illustrate the demand and career
opportunities for IEs, especially in the United States and the Philippines, this reading provides a solid
understanding of the importance of IEs in various sectors, including manufacturing, logistics, and
consulting services.

It also discusses the challenges in IE education, especially during the COVID-19 pandemic. In the
context of online learning, it is important to understand students' preferences to improve their
satisfaction and academic performance. It notes the lack of research covering student preferences,
especially during fully online learning.

Further, it outlines the use of conjoin analysis as a tool to measure student preferences in the context
of online learning. Describing several studies using conjoin analysis in educational contexts, it
demonstrates its relevance in identifying student preferences.

The research objective outlined in this reading is to understand the preferences of industrial
engineering students in online learning during the COVID-19 pandemic. The emphasis on different
levels of education (bachelor, master, and doctorate) is an important aspect.

Overall, this reading provides valuable information on the importance of IE, challenges in education,
and the importance of understanding student preferences in the context of online learning. This is
especially relevant in the face of global changes in education and employment.

METHODS

The study surveyed 126 students from Mapua University's Department of Industrial Engineering and
Engineering Management, using purposive sampling and online surveys (goodle form). The sample
included 79 undergraduates, 30 online master's degree students, and 17 master's and doctorate
degree students, with 62 males and 64 females.

Brainstorming is used in the research idea to identify important features and levels of traits. With the
use of conjoint analysis, SPSS 25 creates an orthogonal design by choosing the ideal set of features
and levels. To measure the qualities that influence student preference, the software generates 18
stimuli, two of which are holdouts. Calculated values include Kendall's Tau, Kendall's Tau Holdout,
and Pearson's R correlation. Each combination is represented by a questionnaire. Purposive sampling
is used to disperse a preliminary run of 30 responders among various students. The entire
questionnaire is distributed, and the Pearson's R-value of 0.936 is deemed satisfactory. Respondents
must first sign a consent form before the Likert scale survey can collect their data. The final stage
involves interpreting results to develop the relative importance of each attribute considered in the
study. The study's success is attributed to the close value with the cut-off, indicating the success of
the research.

RESULTS

Reading Review on Student Preferences in Online Learning During the COVID-19 Pandemic

This paper provides a comprehensive analysis of student preferences for online learning during the
COVID-19 pandemic. The analysis focuses on three groups of students: undergraduate students, fully
online graduate students (FMS), and master's degree and doctoral degree students (MDD).

This analysis uses statistical methods such as utility and mean importance scores to measure
students' preferences for various attributes of online learning. Some of the key findings of this
analysis include:

- Final Requirements/Evaluation (27.96%): Students from all groups tend to consider final
requirements, such as multiple-choice exams, as the most important attribute. This can be explained
by the fact that final requirements often determine whether students graduate or not. The final
evaluation is also considered an effective way to measure student understanding.

- Learning Style (20.49%): Students generally prefer non-modular learning that allows them to learn
at their own pace. This may be related to the preference for flexibility in online learning. This learning
style also corresponds to the availability of online learning materials.

- Sitting Assignments and Exercises (14.29%): Students tend to be reluctant to do additional academic
tasks such as sitting assignments and practice sets. This may be due to the difficulty of undertaking
additional tasks while learning online, especially in the absence of direct interaction.

- Delivery Type (12.03%): Students prefer a blended delivery type that combines teacher guidance
with recorded materials that can be accessed after class. This gives students the flexibility to learn at
their own pace.

- Coursera Requirements (11.16%): Despite the availability of platforms such as Coursera, many
students do not require it as part of the requirements. This may be due to concerns related to
aspects such as language, security, and the quality of feedback provided.

Conclusion:

This reading reveals that students' preferences towards online learning during the COVID-19
pandemic vary greatly depending on their level of education. Undergraduate and FMS students tend
to prioritize final requirements and delivery types that allow flexibility. On the other hand, MDD
students pay more attention to delivery type and layout. In addition, factors such as time, work, and
platform security also influence their preferences.

This research provides valuable insights on how to optimize online learning experiences during the
pandemic situation. To improve learning effectiveness, it is important to understand students'
preferences and align learning strategies with their needs. In addition, this research shows the
importance of flexibility in the delivery of course materials and the need to ensure safety in the use
of online platforms.

Future Research
1. This research only uses limited research objects, where research only managed to get respondents
in the form of undergraduate, graduate and doctoral students in industrial engineering from Mapua
University. The author suggests that further research expand the reach of the university. For
example, several industrial engineering departments at universities on the island of Sumatra.

2. There are limited research time, energy and abilities researcher.

3. There is a lack of ability of respondents to understand statements on the questionnaire and also
honesty in filling them out questionnaire so there is a possibility that the results will be less accurate.

4. For future research, it is best to add variables can influence and strengthen or weaken the
variables already available.

5. For future research, surveys with other methods are recommended, for exampledirect interviews
so that answers can be monitored respondent in question.

SWOT

STRENGTH

-The use of sophisticated Conjoint Analysis methods can provide deep insight into student
preferences for online learning.

- The focus on industrial engineering education shows relevance to students' main courses and
interests.

- The study was conducted during the COVID-19 pandemic, reflecting interest in the issues of the
time.

WEAKNESSES

- Limited data available during the COVID-19 pandemic may affect the accuracy of the analysis.

- This paper may be biased if it only considers student preferences without taking into account
instructor perspectives or curriculum needs.

- Additional resources are required to perform Conjoint Analysis, such as special software.

OPPORTUNITIES

- This research can provide valuable input for preparing a curriculum that is more in line with student
preferences.

- The results of this analysis can be used to improve the quality of online learning in the future, even
after the pandemic ends.

- Potential for publication in relevant scientific journals.

THREATS

- Changes in student preferences over time may reduce the relevance of research results.

- There is competition with similar or alternative research that also explores student preferences for
online learning.

- Possible limitations on resources or support for this research.