EFL Students Perspective towards Online Learning Barriers and Alternatives Using Moodle/Google Classroom during COVID-19 Pandemic

Octaberlina, Like Raskova; Muslimin, Afif Ikhwanul

doi:10.5430/ijhe.v9n6p1

Cited by 207 publications

(226 citation statements)

References 7 publications

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“…In addition, similar story was reported by private newspaper the Bhutanese (Seldon, 2019). This finding also corroborates with Octaberlina and Muslimin (2020) who reported that students of Indonesia experienced three barriers during online learning which includes unfamiliarity of e-learning, slow internet connection and physical condition e.g. eye strain.…”

Section: Discussionsupporting

confidence: 90%

Online learning amid COVID-19 pandemic: Perspectives of Bhutanese students

Wangdi

Dema

Chogyel

2021

IJODS

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The outbreak of COVID-19 has affected every aspects of human life around the globe. Education is one of the sectors that has been severely affected due to the outbreak of coronavirus. Schools in more than 190 countries got shut down to break the chain of coronavirus. Therefore, this study was aimed to examine the perspectives of Bhutanese students towards online learning amid COVID-19 pandemic. The study employed mixed method to triangulate the data and solidify the findings. A total participants of 200 day scholar students of the school was selected through purposive sampling. Data collection was carried out using survey questionnaire and interview questions and analyzed based on descriptive statistics and thematic analysis. The findings of the study disclosed that the cost of internet in Bhutan is too expensive for students and the teachers were not well-equipped with knowledge and skills to manage online classes. The study also showed that about 70 percent of participants do not have their own personal smartphones/laptops to attain online classes. Thus this study recommend ministry of education to provide workshop for teachers to enhance their digital knowledge and look at the possibilities to reduce the cost of internet for the benefit of our students.

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Section: Discussionsupporting

confidence: 90%

Online learning amid COVID-19 pandemic: Perspectives of Bhutanese students

Wangdi

Dema

Chogyel

2021

IJODS

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“…As a result, learning becomes very ineffective because they have to go in and out from the system and more often when they leave the system it would be very difficult to log in again. It is in line with the result study of Octaberlina and Muslimin (2020) which stated the lack of internet became a main barrier in implementing e-learning.…”

Section: Discussionsupporting

confidence: 86%

Exploration of Efl Teachers’ Experience Toward the Implementation of E-Learning Amidst the Covid-19 Pandemic: A Qualitative Interview Study

Karaeng

Simanjuntak²

2021

J. PRJ

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This ongoing pandemic has demanded a rapid response to the unparalleled suspension of face-to-face teaching around the world. There has consequently been a growing interest in finding out how educators cope up with the transition. This study aims to explore the experience that EFL teachers in Jayapura encountered regarding the implementation of e-learning during the COVID-19 Pandemic. The data were collected through semi-structured interviews. A selection of 11 EFL teachers as the informants of this study was made based on the criteria of the study. By synthesizing the relevant literature with the collected data which were analyzed using thematic analysis, the findings were valued and wisely reviewed. The examination results of this study showed there are two emerging themes on teachers' experience in implementing e-learning, the themes are facilitating student learning and outcomes and self-regulated learning. Other themes that appeared were reviewed in terms of challenges, namely, obtaining interactive learning and teaching adjustment during transition. The findings can have important implications for ensuring the effective use of implementing e-learning toward English teaching.

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“…From the other side, as Octaberlina and Muslimin [13] point out, students had to be creative to find any solutions and innovations regarding learning barriers including maintaining good communication with teacher and understanding the best learning styles individually.…”

Section: Discussionmentioning

confidence: 99%

“…), but the consequences of this transition are not always transparent. For example, the barriers to online learning that students face are described by Octaberlina and Muslimin [7]. The results of their research showed that students experienced three barriers during online learning including unfamiliarity of e-learning, slow internet connection, and physical condition e.g.…”

Section: Introductionmentioning

confidence: 99%

Study of Satisfaction with the Organization of the Studying Process in Remote Mode during the COVID-19 Pandemic: Case UrFU named after the First President of Russia B.N.Yeltsin

Lysenko

Tokareva

2021

SHS Web of Conf.

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Research background: The current situation in the country and the world related to the COVID-19 pandemic has had an impact on almost spheres of human life including Education which have undergone total functional changes. The key aspects of the transition to remote learning are: monitoring the process of remote learning and feedback from students; technical and competence-based equipment of the educational process; the organization, format and quality of training; self-organization of educational activities and its effectiveness. Purpose of the article: To study the strengths and weaknesses, of the activities for the transition to remote learning mode in order to develop technologies to improve these processes if there is a need for them in the future. Methods: The tools of empirical sociological research are based on the author’s questionnaire, structured in blocks in accordance with the key aspects of the transition to remote learning. Respondents: students of Ural Federal University named after the first President of Russia B.N. Yeltsin. Findings & Value added: Strengths include technical equipment and respondents’ digital competence. The weak points include the general methodological unavailability to study remotely, namely, the development and implementation of educational tasks; shortcomings in supporting the learning process by the Department/Dean’s office/teachers; the inability of students to self-organization and self-control. The main recommendations include the need to develop digital competencies of respondents, mastering self-management technologies; creating digital studying methodical complex of disciplines in parallel with traditional studying ones; mastering digital communication without losing the content and meaning of training and education.

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EFL Students Perspective towards Online Learning Barriers and Alternatives Using Moodle/Google Classroom during COVID-19 Pandemic

Cited by 207 publications

References 7 publications

Online learning amid COVID-19 pandemic: Perspectives of Bhutanese students

Online learning amid COVID-19 pandemic: Perspectives of Bhutanese students

Exploration of Efl Teachers’ Experience Toward the Implementation of E-Learning Amidst the Covid-19 Pandemic: A Qualitative Interview Study

Study of Satisfaction with the Organization of the Studying Process in Remote Mode during the COVID-19 Pandemic: Case UrFU named after the First President of Russia B.N.Yeltsin

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