STUDENT LEARNING STRATEGIES IN DIGITAL HIGHER EDUCATION: IMPLICATIONS FOR EDUCATIONAL ADMINISTRATION

Abstract

Purpose – This study identifies learning strategies reported by KIP Kuliah recipients and interprets the observed patterns as evidence relevant to educational administration.

Methodology – The study employed a quantitative descriptive survey of 185 KIP Kuliah recipients across 14 study programs. Data were collected through a five-point Likert questionnaire containing nine items on technology use, independent resource seeking, learning consistency, note-taking and summarizing, online academic interaction, self-evaluation, academic motivation, review habits, and perceived strategy effectiveness. Item-level means, standard deviations, minimums, and maximums were analyzed descriptively. No composite scale, causal inference, or correlational claim was used in the present analysis.

Findings – Independent online resource seeking obtained the highest mean (M = 4.22), followed by technology use (M = 4.16), note-taking and summarizing (M = 4.14), and academic motivation (M = 4.03). Maintaining learning habits during online learning had the lowest mean (M = 3.77), while online discussion, self-evaluation, and review habits were also comparatively weaker. The pattern indicates strong use of digital resources but less stable learning routines, reflection, and academic interaction.

Contribution – The study extends learner-level evidence into educational administration by linking observed learning patterns to practical priorities in academic advising, digital resource organization, progress monitoring, feedback, and support for KIP Kuliah recipients. It distinguishes measured student behaviors from institutional responses proposed as implications, providing an administratively relevant basis for service improvement without attributing the observed patterns to administrative practices that were not directly measured.