The lack of technology development and access inequality among students in developing countries makes the information and technology transformation is still scanty. Hence, the application of the education goals in the world is almost similar, namely craving students who are superior. According to Hogan (2011) and Zarei and Mohammadi (2021) E-Learning system possibly to shift leaning process to technology approach from conventional system. Easier, cheaper and faster toward variety of platforms have become the main reason to adopt E-Learning approach. During and after the COVID-19 pandemic, universities and educational institutes has run to implement and integrate the present distance-learning platforms. Nowadays, E-Learning is very popular, almost in all over the world, especially in the field of Education which adopts E-Learning as media in learning process (Patra et al., 2021; Murphy, 2020; Cao et al., 2020; Yassin et al., 2021). Social-cultural plays important role to influence students’ experience and interaction which subsequently influence students’ E-Learning performance (Jayatilleke and Gunawardena, 2016; Nikou and Maslov, 2021). Socio-cultural also plays a vital role in advancing education. Hence, it must be applied in learning, such as getting to know the students' culture considering that they have a variety of cultures—for example, Indonesia, a country with different religions, languages, ethnicities, and races. Socio-culture differences among students are best applied in online learning. Although the transformation in online learning is not entirely new in education, the current conditions somehow force teachers and students to use online learning completely. E-Learning is not considered new, but the COVID-19 outbreak has made its existence even more important as a solution in education (Radha et al., 2020; Ho Thao, 2021; Jena, 2020; Salvador-Mata & Cortiñas-Rovira, 2022). The students' education must be further improved, considering that their condition must remain stable in participating in the learning process during the COVID-19 pandemic. Students' situational pressures need to be determined, especially in E-Learning, such as sharing experiences in social/socio-cultural environments, challenges, and learning outcomes (Cao et al., 2020; Yassin et al., 2021).
In fact, some countries have not involved socio-cultural aspects into the online learning process (such as teacher-student interactions which emphasize the importance of sharing experiences such as languages, ethnics, and customary experiences). Emphasizing the importance of researching students' cognitive psychology and education that leads to the application of social and cultural contexts to the interaction needs of students towards better performance (Remtulla, 2008; Johansen & McLean 2006; Felder & Brent 2005; Moore 2005). It will be interesting if all of classes apply socio-cultural in every learning process. It will be relaxing and make students more exciting on following the learning. It is given the students experiences and positive interactions on developing students’ performances freely. Socio-cultural explains the differences between groups of people concerning the social and culture classes in which they live (Luppicini & Walabe, 2021). Socio-cultural influences are fascinating to discuss at elementary, junior high, senior high school, and even the university level (Al-Kahtani et al., 2006). Online learning has great potential on adopting cultural values in Indonesia and all over the world. Distance education or distance learning, such as online learning, poses challenges for teachers in terms of socio-cultural implementations (such as the application of different cultural aspects: language, religion, and ethnicity), which, however, still needs to be carried out to avoid pressure on students in the form of monotonous online learning. Although it is quite interesting to discuss for students in countries that prioritize socio-cultural importance, it is considered new challenges for teachers globally (Alahmari, 2017). In each country, it emphasizes the importance of a theoretical framework to distinguish socio-cultural significance from the trajectory of the current technological context socially and culturally relevant learning processes (Remtulla, 2007).
This research is worth studying since has several variables, such as socio-cultural point of views, students and teacher interactions, and students’ experiences, which have a positive impact on students’ E-Learning performances. Therefore, comprehensive research is needed to address the readiness of teachers in implementing socio-cultural into the learning process, especially in E-Learning media, not only during the COVID-19 pandemic but also for future learning. Based on these objectives, this study attempted to answer the following research questions:
RQ1. Does sociocultural have a significant effect on students' experiences and students' interaction?
RQ2. Do students’ experience and students’ interaction have a significant effect on E-Learning Performance?
RQ3. Does students’ experiences and interaction have positive effect to mediates relationship between students’ socio cultural and E-Learning Performance?
This study investigates students’ socio-cultural, experience, interaction and E-Learning performance (student experience and interaction as a mediator) to answer these questions. This research is expected to contribute to implementing in different counties culture in the E-Learning learning process and to become a unique learning model that adapts to the diversity of cultural values of each region to provide a quality learning experience (Kinuthia, 2012; Fleming & Haigh, 2018; Luppicini & Walabe, 2021). In addition, students will be interested and use E-Learning easily and can share experiences through learning activities at school. Furthermore, the resulting learning process will vary with the application of different types of culture and can have an impact on students' E-Learning performance.
Literature
Socio culture
Studies consider that the government's lack of attention to cultural diversity issues (such as student diversity) will result in the alienation of many groups of learners (Ally, 2004; DeRouin et al., 2005). Despite the increasingly complex educational needs profiles, relatively little attention has been paid to students' different socio-cultural learning needs globally (Ally, 2004; DeRouin et al., 2005; Salas et al., 2002). The application of socio-culture is to respect elders/fellow human beings and differences in religion, language, and ethnicity (Basahel & Basahel, 2018). The government, engaged in education, is obliged to encourage teachers to apply socio-cultural values, such as mutual respect (teachers respecting students, listening to students' experiences, and exchanging opinions).
Some parents argue that maintaining socio-cultural should be teacher-centered through the teaching and learning and active interaction between teachers and students (Hofstede, 2001). Teachers should respect student diversity; as in Indonesia, students adhere to five different religions, have different dialects of languages, and come from different ethnic groups. In addition to teachers, students should also treat the teachers with respect, even outside the classroom (Hofstede, 2001). Respect for elders is encouraged in all settings, as in the implementation of E-Learning and all aspects of life (Luppicini & Walabe, 2021). This research employed a more socio-culturally-minded view of E-Learning from the perspective of social theory for learning, such as student experience and interaction.
Student experience
The student experience referred to in this study was how students openly share their experiences, such as habits in the community and at home. The student experience is considered a proactive agent to understand information from society, such as socio-cultural, and use it to improve effective strategies and interactions in the classroom (Rovagnati et al., 2021; Carless & Bound, 2018). Each teacher will instruct students to share experiences and relate them to learning (Malecka, Boud, & Carless, 2020). Experiences in the community, for example, are cooperation, caring for each other, playing traditional games (as in Indonesia; playing wayang, rubber, marbles, hide and seek, etc.), participating in social activities, protecting nature, participating in cultural rituals, and worshiping together (Chong, 2021; Gravett, 2020). In addition, students can also share their experiences at home, such as the habit of using the local language, helping their parents after school, and praying and eating together. Students' capacity and willingness to proactively engage with the student experience are paramount to making the whole process productive (Winstone, Mathlin, & Nash, 2019; Carless, 2020).
Students' experiences can be shared in the classroom. Ideally, the curriculum should instill the importance of introducing students' socio-cultural experiences (Boud & Molloy, 2013; Winstone et al., 2017) so that teachers can easily encourage students to share their experiences in class. Thus, students can compare their experiences with their classmates and increase their knowledge and performance (Nicol, 2020). In this context, socio-cultural factors shape interactions, experiences, and processes. The researchers argued that the E-Learning process as construction should not be under the concept of ignoring its role. Street (2004) and Sutton (2012) argue that the cultural diversity of experiential codes and conventions can result in students' E-Learning performance and sustain socio-culture in education (Elementary School, Junior High School, Senior High School, and University).
Student interaction
Teachers are required to facilitate the effectiveness of student interaction in the classroom. In addition, they are also expected to function as content distributors, learning facilitators, and assessors of student competencies, such as E-Learning performance assessed by student interaction (Abdelhai et al., 2012). The student interaction in question provides opportunities for students to express opinions, such as sharing experiences during discussions, telling experiences in front of the class, or exchanging ideas with teachers or classmates (Harden, 2008; Twigg, 1999). The interaction in the teaching and learning process is one of the assessment components to measure students' E-Learning performance. Some students with weak E-Learning performance need more attention and opportunities to interact. Meanwhile, students with better E-Learning performance need opportunities to excel and accelerate performance improvement (Abdelhai et al., 2012; Twigg, 1999). Each student has a different motivation, learning style, and attention span towards interactions in the classroom, both offline and online, as in the use of E-Learning. Hence, teachers should provide better classroom interaction opportunities and incorporate socio-cultural with each learning material, such as discussions in smaller groups later passed on to larger groups. In addition, the teachers can develop their learning materials and coordinate inconsistencies in student interactions.
E-learning performance
Research conducted by Abdelhai et al., (2012) suggested that universities adopt E-Learning and provide facilities for its implementation. In addition, to achieve good performance, colleges must provide a computer room with an internet connection, either at school or home. The use of information technology directs attention and learning methods to the application of online learning, which is widely known as E-Learning. With the introduction of the internet and the World Wide Web, E-Learning has shown great potential to provide more flexible access to excellent content and interaction. Therefore, E-Learning can overcome the existing educational problems, namely the lack of socio-cultural cultivation, sharing of experiences, interactions, and unimproved E-Learning performance. Students' E-Learning performance can be improved by embedding socio-culture in the process and providing instruction to students anytime and anywhere (Schwen & Hara, 2004). In addition, well-designed E-Learning can improve the quality of student interaction, experience, and performance by promoting course concepts centered on students' socio-cultural values. It will also encourage students to be confident in improving their performance (Riel & Barab et al., 2004; Geçer & Bağci, 2022). To improve student E-Learning performance, the learning community of teachers and students needs to be expanded and supported through the transfer of socio-cultural into E-Learning (Dede, 2006).
Hypotheses
The correlation between socio-cultural and students’ experience
Socio-cultural affects student activities (experiences in the community, habits at home, and performance at school). The socio-cultural dimension has a prominent role, namely providing guidelines for student success in the community, one of which is in the school environment (Basahel & Basahel, 2018). Concerning students' habits that influence their experiences (Winstone, Mathlin, & Nash, 2019), education should aim to appreciate each student's socio-cultural experience affecting their future success. Besides, socio-cultural also makes students value fellow human beings more, such as differences in language, customs, religion, ethnicity, and opinions. Students with excellent socio-cultural values such as religious beliefs and good habits are likely to apply positive experiences in their lives, such as in class, which other students can imitate later. Students need to practice socio-cultural teachings in their lives, which are obtained from their surrounding environment, such as the habit of working together, worshiping, and being active in the social environment. Likewise, Rovagnati et al., (2021) and Carless & Bound (2018) conclude that socio-cultural and student experience have a significant correlation and are indispensable for determining student performance. Previous studies have also revealed that socio-cultural influenced student experience (Boud & Molloy, 2013; Winstone et al., 2017; Nicol, 2020). Therefore, the present study proposed the following hypothesis:
H1. Socio-cultural has a significant and positive impact on student experience.
The correlation between socio-cultural and student interaction
The theory of socio-cultural employs a categorical scale to measure the active interaction of students in the learning process in the classroom, especially in E-Learning (Abdelhai et al., 2012). Socio-cultural affiliation refers to an individual/community's adherence to socio-cultural beliefs. At the same time, student interaction is the activities of students in the classroom influenced by socio-cultural or habits in the community and subsequently implemented in the teaching and learning process, especially in E-Learning. This perspective becomes an essential feature of socio-cultural impact on student experience and interaction. Instrumental and practical interests in individual-oriented socio-cultural are based on their belief in the prevailing socio-cultural rules, leading them to apply mutual respect for fellow human beings, as in the classroom interaction based on socio-cultural principles. Furthermore, socio-cultural is related to habits and concern for rules in society, such as procedures for communicating, worshiping, and interacting with others (not interrupting the conversation, listening to complaints, and caring about the calamity experienced by the interlocutor). Students' awareness to improve positive behaviors when interacting with the community, teachers, parents, and other students are influenced by their level of belief in socio-cultural. Previous research concluded that socio-cultural had a significant impact on student interaction (Hofstede, 2001; Luppicini & Walabe, 2021; Basahel & Basahel, 2018). Hence, this study proposed the following hypothesis:
H2. Socio-cultural has a significant and positive impact on student interaction.
The correlation between student experience and E-Learning performance
The student experience is vital in determining student success and future educational progress. The students applying positive experiences following the socio-cultural teachings/habits will likely achieve improved performance, especially in E-Learning (Schwen & Hara, 2004). If students' E-Learning performance improves, they will have high learning motivation, so one of the educational goals in the form of increasing student success can be achieved. However, during the COVID-19 pandemic, most students experienced a decline in performance, such as a lack of learning motivation, decreased learning outcomes, a lack of interaction preventing them from getting new experiences, and monotonous learning activities. Additionally, during the COVID-19 pandemic, most student activities were carried out at home, one of which was in the form of E-Learning, causing students to have poor interactions at school and in the community, get no other experience, feel bored, and indicate a decrease in performance. The present study considered the mediating role of student experience and interaction concerning students' E-Learning performance. Understanding the impacts of this mediating role can improve inference quality, facilitate the improvement of students' E-Learning performance, and offer substantial contributions to this research. Preliminary studies found a significant correlation between socio-cultural and student experience, which subsequently impacted students' E-Learning performance (Street, 2004; Sutton, 2012; Boud & Molloy, 2013; Winstone et al., 2017; Nicol, 2020). Therefore, this study proposed the following hypothesis:
H3. Student experience has a significant and positive impact on student E-Learning performance.
The correlation between student interaction and E-Learning performance
Student interaction is essential in measuring student E-Learning performance, considering that learning media focused on E-Learning during the COVID-19 pandemic. Positive interactions can guide and develop students to be more dynamic (Harden, 2008; Twigg, 1999). Student interaction is perceived to have a positive impact on student E-Learning performance. The interaction in question is such as being active in the classroom, sharing socio-cultural experiences, respecting other students' opinions, respecting teachers, and encouraging other students to be active (each student is required to share socio-cultural experiences/daily habits), especially in E-Learning, so that the class does not feel monotonous and boring in the learning process. On the other hand, inactive interactions will lead to a decrease in E-Learning performance. Consequently, socio-cultural must be regarded as a basis and strategy for encouraging students to dare to share their experiences in the classroom and interact actively and effectively to cope with the declined E-Learning performance during the COVID-19 pandemic. In addition, student interaction has a significant mediating role in examining the correlation between socio-cultural, interaction, and student E-Learning performance. Furthermore, preliminary studies reported that student interaction was critical in addressing student E-Learning performance (Twigg, 1999; Riel & Barab et al., 2004; Abdelhai et al., 2012). Thus, the present research proposed the following hypothesis:
H4. Student interaction has a significant and positive impact on student E-Learning performance.
The correlation between socio-culture and E-Learning performance
The uncertainty during the COVID-19 pandemic has caused student performance to decline, especially in E-Learning. In addition, boredom in learning and a lack of experience and interaction made learning monotonous (merely meeting face-to-face online and internet connection making communication between teachers and students unstable). Therefore, the school must be able to address these issues, one of which is by involving socio-cultural in learning, especially in the E-Learning process. Socio-cultural refers to the habits of the community/students in daily life (Basahel & Basahel, 2018; Beets et al., 2022), such as worshiping, caring for fellow human beings, working together, respecting, and appreciating differences. Meanwhile, student E-Learning performance refers to student success, such as being active in class, successfully making E-Learning a learning medium, achieving increased learning outcomes, and successfully implementing socio-cultural in learning (Riel & Barab et al., 2004). Student E-Learning performance is mediated by student experience and interaction within the classroom, which are transferred through the socio-cultural experiences of each student. Previous studies have investigated the correlation between socio-cultural and student E-Learning performance. Lappucini & Walabe (2021) discovered that socio-cultural had an impact on the delivery and outcomes of E-Learning in Saudi Arabia. Research conducted by Kinuthia (2012) found that socio-cultural was successfully implemented, could improve student learning performance in the USA, and could be designed to fit into the curriculum. In addition, socio-cultural was also concluded to correlate with E-Learning (Fleming & Haigh, 2018; Rao, 2012). Hence, this study proposed the following hypothesis:
H5. Students’ experience has positive and significant effect on mediates the relationship between Socio-cultural and students’ E-Learning performance.
H6. Students’ interaction has positive and significant effect on mediates the relationship between Socio-cultural and students’ E-Learning performance.