THE IMPACT OF INTERACTION, CONNECTEDNESS, AND TUTORIAL PATTERNS ON STUDENT ATTENDANCE IN ONLINE TUTORIALS

Abstract

This study examines the impact of interaction, social connectedness, and tutorial patterns on student attendance in distance learning at Universitas Terbuka. The background addresses challenges in distance education, where student retention and graduation rates are often lower compared to face-to-face learning. The study aims to explore the extent to which interaction, the sense of connectedness, and variations in tutorial patterns influence student attendance in online tutorials. A quantitative approach with a descriptive-correlational design was employed, involving 135 students selected through purposive sampling. Data were collected using questionnaires and analyzed using linear regression with SPSS 21.0 software. The results indicate that all three variables—interaction, connectedness, and tutorial patterns—have a positive and significant impact on student attendance, with social connectedness exerting the most substantial influence. The regression model explains 39.1% of the variability in student attendance. These findings underscore the importance of effective interaction, strong social connectedness, and diverse tutorial patterns in enhancing student attendance, and contribute valuable insights for developing more effective and inclusive distance learning strategies.