scholarly journals Secondary School Language Teachers’ Online Learning Engagement during the Covid-19 Pandemic in Indonesia

10.28945/4626 ◽  
2020 ◽  
Vol 19 ◽  
pp. 803-832
Author(s):  
Anita - Lie ◽  
Siti Mina Tamah ◽  
Imelda - Gozali ◽  
Katarina Retno Triwidayati ◽  
Tresiana Sari Diah Utami ◽  
...  
Keyword(s):  
Online Learning ◽  
Technology Integration ◽  
Digital Divide ◽  
Content Knowledge ◽  
Technological Knowledge ◽  
Language Teachers ◽  
Equal Opportunities ◽  
Learning Engagement ◽  
Impacting Factors ◽  
The Government

Aim/Purpose: The purpose of this study was to explore language teachers’ online engagement during the Covid-19 pandemic in Indonesia. Four questions guided the inquiry in this study: 1) To what extent did teachers engage in online learning during the Covid-19 pandemic? 2) What challenges did teachers encounter while engaging in online learning during the Covid-19 crisis? 3) How has the suspension of face-to-face classroom meetings changed teachers’ practices? and 4) What were their hopes for the future of education in their respective regions?v Background: The sudden learn-from-home mode enacted since 24 March 2020 due to the Covid-19 pandemic has forced all schools to shift into online learning with no or little preparation in terms of internet access, teacher capacity, and student-parent readiness. All in all, the pandemic disruption has shed light on the widening digital divide that has serious implications for the human capital development in Indonesia Methodology: This case study involved 18 teachers from four regions in Indonesia. Data were collected through an online survey, weekly reflections, and interviews with the teachers. A group interview with five students for each of the 18 teachers was used as triangulation. To probe more deeply into a representative sample for a variety of attributes, the researchers then focused on four teachers for a more in-depth analysis. Contribution: Knowledge of the impacting factors on online learning engagement can aid in resolving the issues and providing equal opportunities for all students. This study highlighted that teachers in remote regions would need a more top-down intervention from education authorities and offered two recommendations to the government to overcome the widening digital divide as amplified by the current school suspension. This study presents interesting results pertaining to online learning engagement during the Covid-19 pandemic in Indonesia. Insights gained in this study would contribute to the perspective on the challenges and dilemmas faced by educators and students elsewhere while engaging in online learning. Findings: This study found an interplay of five related factors of online learning processes against five levels of engagement. Those five factors are learners, teachers’ prior exposure to online learning, technological knowledge, pedagogical knowledge, and the support system. Teachers in this study were still struggling to enhance the quality of online learning engagement. Nevertheless, given the rising awareness of the inadequacy of their online learning delivery and a renewed sense of commitment, these teachers had high hopes that they would be able to enhance their competence and improve their professional practices. Recommendations for Practitioners: This study found most teacher participants have, within a short period, enhanced their technological knowledge (TK) regardless of their prior exposure to technology. Teachers can be encouraged to integrate their technological knowledge with pedagogical and content knowledge to develop their technological pedagogical content knowledge (TPACK) by participating in the government program for teacher professional development. Recommendation for Researchers: This study involves only language teachers; therefore, future researchers are invited to involve non-language teachers so that more conclusive findings can be obtained. Impact on Society: Knowledge of the impacting factors on online learning engagement can aid in resolving the issues and providing equal opportunities for all students. More importantly, the lessons learned should enlighten educators that technology integration into sound pedagogy would transform current practices into quality learning. Future Research: Issues related to technology integration in education can still be unearthed especially because the budding insights of online learning will steadily be developing in post-pandemic realm, particularly in Indonesia.

scholarly journals Online Learning Engagement Model for International Students in Indonesia amid Covid-19 Period: A Conceptual Model Proposal

2021 ◽  
Vol 6 (2) ◽  
pp. 15-30
Author(s):  
Mussa Saidi Abubakari ◽  
Mashoedah
Keyword(s):  
Online Learning ◽  
International Students ◽  
Student Engagement ◽  
Conceptual Model ◽  
Empirical Studies ◽  
Learning Material ◽  
Learning Engagement ◽  
Learner Engagement ◽  
Related Factors ◽  
The Government

Universities in Indonesia implemented online learning following the command by the government as among the ways to mitigate the Covid-19 infections. However, fully online learning is a new experience for most educators and students including international students in Indonesia. Little is known about factors influencing online learning engagement, particularly in relation to international students. Therefore, this study proposes a conceptual model of online learning engagement based on literature review. Thus, method used is reviewing previous studies obtained from various academic journals which discussed the concept of student engagement and its related factors. The results of literature analysis indicate that student engagement is a crucial factor towards student academic and nonacademic success. Also, findings from analysis indicate that, learner engagement is influenced by a number of factors such as institutional support, instructor interactivity, student motivation, and learning material interactivity. Finally, the conceptual model of online learning engagement is proposed based on previous empirical studies. Recommendation for future studies is also discussed.

Covid-19 Pandemic And Sustainabilitystudy At Madrasah Ibtidaiyyahpsm Sulursewu, Teguhan, Ngawi, East Java

2020 ◽  
Vol 1 (02) ◽  
pp. 103-114
Author(s):  
Moh. Toriqul Chaer ◽  
Muhammad Atabiqul As'ad ◽  
Qusnul Khorimah ◽  
Erik Sujarwanto
Keyword(s):  
Online Learning ◽  
Learning Strategies ◽  
Psychological Impact ◽  
Educational Institutions ◽  
Participatory Action ◽  
Social Phenomena ◽  
Learning Programs ◽  
Teachers And Students ◽  
The Government

The continuity of learning programs during the COVID-19 pandemic found educational institutions, especially Madrasah Ibtidaiyyah (MI) temporarily closed the learning process in schools. To prevent the spread of COVID-19 that is currently engulfing Indonesia. Lack of preparation, readiness and learning strategies have a psychological impact on teachers and students. Declining quality of skills, lack of supporting facilities and infrastructure. Learning from home (online) is an effort by the government program to ensure the continuity of learning in the pandemic period. The research method uses participatory action research (PAR), which focuses on understanding social phenomena that occur in the community and mentoring efforts on the problems faced. The assistance effort is to help the children of MI Sulursewu, Ngawi in participating in online learning related to; 1). Preparation of activities, 2). Counselling participants offline method, 3). Offline activities method. Results of the study show that the mentoring activities following the target of achievement; first, the activity can be carried out following the schedule that has been set. Second, students are always on time for the online learning hours that have been set. Offline methods show that efforts can help ease the burden on parents, but can also make it easier for students to receive subject matter.  

Primary Science Teachers’ Perceptions of Technological Pedagogical and Content Knowledge (TPACK) In Malaysia

2016 ◽  
Vol 6 (2) ◽  
pp. 167 ◽  
Author(s):  
Mohammed Yousef Mai ◽  
Mahizer Hamzah
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Science Teachers ◽  
Technological Knowledge ◽  
Pedagogical Knowledge ◽  
Information And Communications Technology ◽  
Primary Science ◽  
Pedagogical Content ◽  
Technology Application ◽  
Teachers Perceptions

The integration of Information and Communications Technology (ICT) in classrooms has been a challenge for the educational systems that aim to cope with the needs and the demands of the 21st century. The TPACK framework represents the knowledge needed by teachers bringing together content knowledge, technological knowledge and pedagogical knowledge with the aim of integrating ICTs into teaching-learning processes. The aim of this study is to determine the primary science teachers’ perceptions of technological pedagogical content knowledge (TPACK) addressing teachers’ perceptions of the affordances of technology application in instruction. A total of 133 prımary science teachers in Malaysia were surveyed (Female= 67, Male= 66). Data were collected through “Technological Pedagogical and Content Knowledge” (TPACK) scale. The questionnaire consisted of 47 questions about TPACK and is based on the survey instrument developed by Schmidt et al. (2009). TPACK involving the seven factors of technological knowledge (TK), pedagogical knowledge (PK), content knowledge (CK), technological content knowledge (TCK), technological pedagogical knowledge (TPK), pedagogical content knowledge (PCK), as well as synthesized knowledge of technology, pedagogy, and content (TPC). The findings indicate that primary science teachers perceive higher self-confidence in pedagogical knowledge in general. Further, no differences between science teachers’ perceptions according to thier gender, while there are diferences between the teachers perceptions of PK, CK, and PCK accordıng to their age

Exploring the student perspectives on the barriers of online learning during the COVID-19 pandemic: a qualitative study using interpretative phenomenological analysis

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Shikha Rana
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Interpretative Phenomenological Analysis ◽  
Phenomenological Analysis ◽  
Student Perspective ◽  
Structured Interviews ◽  
Content Type ◽  
Student Teacher Relationship ◽  
Academic Courses ◽  
The Government

PurposeThe present study aims to gauge the perspectives of students on the difficulties they faced during online learning during the outbreak of coronavirus disease 2019 (COVID-19) through the interpretative phenomenological analysis (IPA) technique.Design/methodology/approachThe current study employed IPA, and it was conducted among the students enrolled for professional courses in the government, private and deemed-to-be universities in Uttarakhand, India, using semi-structured interviews for the purpose of data collection.FindingsThe findings have been grouped under five parts referred to as “superordinate themes” or “barriers” which comprises learning in an online class environment, online learning in the home environment, student–teacher relationship in online learning, technical hindrances in online learning and health issues in online learning. These superordinate themes were further grouped under sub-themes.Research limitations/implicationsThe present study focused on the students of various private, public and deemed-to-be universities of the Uttarakhand region and represents the higher education sector only and did not tap the primary, secondary and vocational education. The students of academic courses or degree courses like arts, commerce, basic sciences and humanities, etc. were not included in the research study. Hence, the study lacks generalizability.Practical implicationsThe research findings of the present study have implications for higher education institutions (HEIs), teachers, students and policymakers.Originality/valueThe present study addresses the methodological gap by offering a new line of research where IPA has been used as the methodology to determine the barriers of online learning in the COVID-19 situation, and to the best of the authors’ knowledge, none of the studies have used it so far to ascertain the barriers to online learning from the student perspective.

Nation-Building in Kurdistan

2021 ◽  
Author(s):  
Hawraman Karim ◽  
Murad Mzori
Keyword(s):  
Collective Identity ◽  
Nation Building ◽  
Main Question ◽  
Common Language ◽  
Equal Opportunities ◽  
Kurdistan Region ◽  
National Unity ◽  
Building Process ◽  
The Government ◽  
Constituent Elements

We define nation-building as a process which leads to the formation of countries in which the citizens feel a sufficient amount of commonality of interests, goals and preferences so that they do not wish to separate from each other. It can also be said that nation-building is a process in which the government, the state or a group of elites act with the aim of creating national unity and reducing divisions in society. In this regard, groups and ethnicities come together to form a national identity. Nation and nation-building are two modern phenomena and the elements of the nation-building process, which are patriotic unity, citizenship, collective identity, equal opportunities for all citizens and a common language, are the foundations of the formation of a modern state. In this research and theoretically, the concept of nation-building and its constituent elements and the importance of this process for the Kurdistan region are discussed. The main question in this research is the question of the national existence of the Kurd. Is there a nation in the Kurdistan region? If so, how? If not, why not? Should nation-building or state-building be a priority for the Kurds in the Kurdistan region?

scholarly journals ANALISA PEMANFAATAN LEARNING MANAGEMENT SYSTEM (LMS) SEBAGAI MEDIA PEMBELAJARAN ONLINE SELAMA PANDEMI COVID-19

2020 ◽  
Vol 4 (2) ◽  
pp. 1
Author(s):  
Yuni Fitriani
Keyword(s):  
Online Learning ◽  
Learning Process ◽  
Management System ◽  
Process Model ◽  
Learning Management System ◽  
Education Sector ◽  
Learning Management ◽  
Face To Face Learning ◽  
The Government ◽  
Teaching Learning

Pandemi COVID-19 menuntut sektor pendidikan untuk melakukan berbagai perubahan maupun inovasi dan adaptasi demi pelaksanaan proses pembelajaran tetap berjalan baik. Pandemi COVID-19 mendorong sektor pendidikan terutama perguruan tinggi untuk melakukan perubahan pada model proses pembelajaran dimana proses pembelajaran berpindah dari pembelajaran konvensional atau tatap muka di kelas menjadi pembelajaran online atau daring. Dengan demikian, tenaga pengajar yaitu dosen dan mahasiswa harus siap beradaptasi dan menghadapi terobosan maupun tantangan baru terhadap perubahan sistem dalam  pembelajaran yang diterapkan perguruan tinggi. Learning Management System (LMS) adalah salah satu cara yang digunakan oleh perguruan tinggi untuk mendukung dan mengelola pembelajaran secara online agar proses belajar mengajar tetap berjalan dengan baik selama pandemic COVID-19. Metode penelitian yang digunakan dalam penelitian ini adalah metode semi deskriptif   kuantitatif. Dimana tujuan  dalam  penelitian ini adalah untuk  menjelaskan pemanfaatan Learning Management System sebagai media pembelajaran online yang digunakan selama pandemic COVID-19. Aplikasi Learning Management System seperti Google Classroom, Edmodo, Moodle, serta SEVIMA Edlink dan LMS yang dikembangkan oleh perguruan tinggi maupun yang disediakan oleh pemerintah sangat bermanfaat sebagai media pembelajaran online atau daring selama pandemi COVID-19. Dimana dengan aplikasi LMS ini, sistem pembelajaran dan komunikasi tetap berjalan dengan baik dengan memanfaatkan fasilitas yang tersedia dalam aplikasi LMS tersebut.   Kata kunci: komponen; Learning Mangement System, Pembelajaran Online, COVID-19   Abstract: The COVID-19 pandemic requires the education sector to make various changes and innovations and adaptations for the implementation of the learning process to continue. The COVID-19 pandemic encouraged the education sector, especially universities, to make changes to the learning process model where the learning process moves from conventional or face-to-face learning in the classroom to online or online learning. Thus, faculty, lecturers and students must be ready to adapt and face breakthroughs and new challenges to the system changes in learning implemented by universities. Learning Management System (LMS) is one of the ways used by universities to support and manage online learning so that the teaching learning process continues well during the COVID-19 pandemic. The research method used in this study is a semi-descriptive quantitative method. Where the purpose in this study is to explain the utilization of Learning Management System as an online learning medium used during the COVID-19 pandemic. Learning Management System applications such as Google Classroom, Edmodo, Moodle, and SEVIMA Edlink and LMS developed by universities as well as provided by the government are very useful as online or online learning media during the COVID-19 pandemic. Where with this LMS application, the learning and communication system continues to run properly by utilizing the facilities available in the LMS application.   Keywords: Learning Mangement System, Online Learning, COVID-19

scholarly journals IMPACT OF MODELLING TECHNOLOGY INTEGRATION FOR OUT-OF-SCHOOL TIME LEARNING ON ACADEMIC ACHIEVEMENT

2020 ◽  
pp. 292-299
Author(s):  
Dr. Thadei A. Kiwango
Keyword(s):  
Academic Achievement ◽  
Technology Integration ◽  
Primary School ◽  
Primary Schools ◽  
Significant Difference ◽  
The Government ◽  
Arusha Region ◽  
Primary School Pupils ◽  
The Impact ◽  
Out Of School

This paper determines the impact of modelling technology integration for of out-of-school (OST) learning on academic achievement in primary schools. The research was conducted in Arusha Region, specifically in Meru District. The paper adopted the experimental design, involving experimental and control groups. Each of the two groups comprised three (3) schools, making a total of six (6) schools. The experiment was conducted using Digital Video Disks (DVDs), mobile phones, notebooks and home assignment booklets. The tools were further supplemented by a list of perceived best practices, and examination papers. The findings reveal a statistically significant difference in mean scores between the control and experimental groups as confirmed by 95% confidence level whereby, F (1, 180) = 28.63, p=0. Based on the findings, null hypothesis was rejected, leading to the conclusion that the proposed model for OST technology integration is attributed to significant improvements in academic achievement for primary school OST learners. The implication of these findings is for researchers, and other educational stakeholders, including the government to invest in devising contextually relevant model, and mobilizing parents, teachers and learners with a view to hastening technology integration in order to improve academic achievements for primary school pupils. There is also a need for studies that further explore technology integration opportunities, and associated challenges in a bid to addressing poor academic performance among primary school pupils.

scholarly journals Teaching English as a Foreign Language in Iraq

2018 ◽  
Vol 2 (4) ◽  
pp. 409-446
Author(s):  
Bushra Saadoon Al - Noori
Keyword(s):  
Foreign Language ◽  
English Language ◽  
College Of Education ◽  
Language Teachers ◽  
First Year ◽  
Staff Members ◽  
Ibn Rushd ◽  
English Language Teachers ◽  
The Government ◽  
Daily Plan

Baghdad University is located in Baghdad; the Capital of Iraq, consists of many colleges via Sciences and Humanities , for example: College of languages, College of Arts, College of Education for Women and College of Education /Ibn Rushd and others. Each one of these Colleges consists of various departments. Our department is the English Department for four academic years. In the First year, we have four sections of more than fifty students each. Our students are boys and girls and all of them are going to be English Language Teachers because all these four academic years will make them qualified to be so. The government helps them to find jobs immediately after graduation. In these four years, our students spend 45 days in schools as a student - teacher and the staff members are visiting those two or three times to evaluate them in relation to the method of teaching and daily plan. Staff members will evaluate the way of treating the pupils in the secondary school, their way of teaching, their confidence inside the classrooms and many other points.

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