Brief ELT in Digital Classroom for Lazy Creative Lecturers (Option After Post Pandemic Recovery): Lecturers’ Perspectives

Abstract

This paper provides essential information for lecturers and educational institutions to think creatively in teaching English via online. The rapid development of Information and Communication Technology (ICT) and the Covid-19 emergency made lecturers and educational institutions think harder than usual. Higher education has used a powerful learning pattern and strategic policy to overcome the problem namely structure and unstructured online learning platform. The research aimed to find what platform is suitable in higher education and how lecturers create particular activity using HOTs to make students to think creatively. It also underlined that this new platform provides useful options that not only offers material delivery features but also an interactive communication feature. There were selected 10 lecturers of ELT in higher education level being interviewed and separated into two group users of structured and unstructured digital learning models. The distribution was based on their experience on teaching English using both models. This study analyzed interviews with lecturers who are experienced in usage of structured and unstructured online Learning platform. The findings were discussed by resuming and then drawing the conclusion through interpreting the findings. The findings from these data illustrated that these new learning patterns had a significant impact on students' cognitive and psychomotor abilities. Moreover, this model also significantly affected institution quality control.

“The Absence of Student-Teacher Emotional Closeness", Rural and Urban English Teachers’ Voices during Covid-19 Pandemic

“…Finally, the EFL teachers from rural and urban areas claimed to need more workshop training on conducting online English language teaching and learning. It is in line with the study by Triana and Nugroho (2021) that found determining a model of learning model can be challenging, but a significant comprehension on it can result in a meaningful online teaching and learning. Moreover, The Indonesian government has held workshop training on online teaching.…”

The Use of Communication Technologies in Higher Education During the Pandemic: A Systematic Literature Review

“…The practical implication is given to teachers and policymakers to invest in IT and apply learning practices equal to increasing digital inclusivity [22];. Guideline administration [23]; Significantly affecting institutions' quality control [24]; Having significant implications in designing effective organizational policy to optimize faculty staff's research performance [25]; program evaluation [26]; Increasing Accounting System [27]. RQ2.…”

Ensuring Teaching Continuity: Chilean University Students’ Perception on Remote Teaching of English during COVID 19 Pandemic

“…And in the sphere of education, it caused "massive closure of educational institutions in more than 190 countries", leaving "in mid-May 2020 more than 1,200 million students of all levels of education" without face-to-face classes (Economic Commission for Latin America and the Caribbean (ECLAC)-UNESCO, 2020, p.1). Therefore, in this respect, universities had to opt for remote education (Sugianto & Ulfah, 2020;Triana & Nugroho, 2021) to prevent the spread of viruses and protect the integrity of the educational community personnel during the pandemic.…”

“…Therefore, to adapt to this context and redesign the teaching 100% remotely is a challenge (Sugianto & Ulfah, 2020) that implies a "change of organizational character" (Ibáñez et al, 2018, p.2) to "combine their traditional procedures with their new non-face-to-face requirements" (García-Peñalvo, 2020, p. 1). In this sense, it is vital for teachers, students, and even parents and guardians to quickly acquire relevant competence and skills, such as knowledge related to digital teaching-learning that diminishes the negative impact on the students during this transition from face-to-face classes to online classes (Amiruddin & Jannah, 2021;König et al, 2020;Triana & Nugroho, 2021;.…”