E-learning becomes one of the concepts deriving learning management system (LMS) which is designed to identify the gaps in teaching learning process, analyzing and reporting the data received automatically. One of the upgrading platforms of this learning management system recently is Schoology. It serves collaborative blended learning units which is form used in revolution 4.0 era. In investigating the reason of why Schoology is important and try to dig more information of its look, interview and documentation are applied in this research to be described clearly. Two teachers from one of the private universities in Cirebon are willing to participate in this research. By its interactive features that Schoology has, it changes teacher’s perspective to be a must using Schoology since it allows teachers to collaborate not only with their students, but also with other teachers, coaches, and parents. Four aspects of features involve content delivery, test and quizzes, discussion, and video viewing/link sources which allowed teachers sharing material discussed with students, searching new article with other teachers, and grading students test result, quizzes and attendance offered by Schoology as the reason of both teachers that Schoology should be one of learning management system conducted.

During the COVID-19 pandemic, teaching and learning activities have been shifted to online learning. Therefore, online discussion activities were carried out to achieve learning objectives. The transition of learning methods was expected to be able to replace face-to-face teaching and learning activities in schools. This research aimed to find out the reflection on the problems and how to solve the problems in online discussion activities by EFL Student-Teachers. The method used in this research is qualitative with narrative as the research design. Providing a questionnaire and interview that must be answered by EFL Student-Teachers. The participants of this research were 26 EFL Student-Teachers from one of the University in Cirebon who have carried out PLP II activities. The results of this research indicated that online discussion activities required good media and preparation for teaching and learning activities. EFL Student-Teachers were required to be creative in carried online discussion activities to get students' attention, and EFL Student-Teachers must be able to solve the problem faced during the online discussion as the reflection of teaching and learning activities.   Keywords: Reflective Practice, Online Discussion, EFL Student-Teachers, COVID-19.