Indonesian mathematics teachers’ views on distance learning barriers during the early Covid-19 pandemic

Julie, Hongki; Rianasari, Veronika Fitri; Apriani, Maria Suci

doi:10.23917/jramathedu.v7i1.15616

Cited by 4 publications

(4 citation statements)

References 18 publications

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“…Teachers can present learning materials that are loaded into the LMS that are used to be accessible to students at any time. The effectiveness of this teaching model only comparable to synchronous teaching if only teachers can ensure the occurrence of three essential aspects in the virtual classroom-teaching presence, social presence, and cognitive presence [23][24][25] . Instructional design and organization, facilitating dialogue, and direct instruction are the three categories that comprised teaching presence.…”

Section: Discussionmentioning

confidence: 99%

Challenge and barriers: Teacher reflection on teaching physical education and sports during Covid-19 pandemic

Syaukani,

Subekti,

Khuddus

et al. 2023

JPhysEduc

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The covid-19 pandemic in some countries has been declared over. Learning activities began to be transferred face-to-face as before. However, online learning that lasted for almost 2 years certainly left unforgettable memories. During the pandemic, physical education (PE) teachers have become one of those who feel the heavy impact of teaching online. The objective of this study is to explore the online teaching experience of PE teachers. The variable on this research is the difficulties perceived by PE teachers while delivering lesson during pandemic. This research is qualitative research that uses a narrative analysis design. A total of 8 PE teachers from junior and senior high school is being involved in the study. We delivered semi-structured interviews to explore the experiences of teachers during online teaching in the pandemic era. The experience contained in this article is related to problems that are commonly encountered by teachers in Indonesia when implementing online learning. It is argued that most problem are coming from student's side. However, they admitted that teacher also set drawbacks on online learning through limitations on computing skill, poor learning design, and low adaptation on migrating the course from offline to online. This research has the potential to help identify crucial strategies for utilizing ICT and digital technologies in blended teaching settings.

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Section: Discussionmentioning

confidence: 99%

Challenge and barriers: Teacher reflection on teaching physical education and sports during Covid-19 pandemic

Syaukani,

Subekti,

Khuddus

et al. 2023

JPhysEduc

View full text Add to dashboard Cite

show abstract

“…Moreover, the pandemic highlighted and exacerbated pre-existing educational inequities, with students in rural areas being particularly disadvantaged. Math teachers had to navigate these disparities, attempting to provide equitable learning opportunities despite the wide variance in access to educational resources (Julie et al, 2022;Yılmaz, 2021). Teachers also reported feeling unprepared for the sudden shift to online teaching, citing a lack of training and support in using digital tools effectively for instruction (Irfan et al, 2020;Saadati, 2021).…”

Section: Introductionmentioning

confidence: 99%

Challenges and Adaptations in Remote Teaching: Insights from Rural Educators in Indonesia

Gusti

2024

JRPMS

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This research focused on the experiences of rural math educators in Indonesia during the pandemic period. The study investigated the challenges encountered by math teachers with varying levels of experience in remote instruction, spanning from beginners to veterans with over 15 years of teaching experience through surveys and interviews. The study utilized a mixed-methods approach which involves combining qualitative and quantitative research methods to achieve a more comprehensive understanding of the challenges encountered by math teachers in remote settings. The findings highlighted common challenges such as poor internet connectivity, limited student access to devices, and decreased student engagement in remote lessons. Despite these challenges, rural math educators have implemented innovative strategies, utilizing diverse online platforms to enhance student participation. Additionally, this study discovered the impact of remote teaching on educators' professional growth as they adapt to new technologies and teaching methods. As schools have transitioned back to in-person learning, the insights underscored the importance of addressing digital disparities and providing educators with the necessary support to navigate future disruptions in the educational landscape.

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“…It shows the low knowledge that teachers have about the use of digital tools and no knowledge of online teaching strategies. Studies showed that teachers in Indonesia lacked both knowledge and competence as well as pedagogical content knowledge with ICTs (Julie et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

Lived Experiences of Teachers in the Transition From Face-To-Face to Virtual Class During the Covid-19 Pandemic

Vera Candela,

Almache Granda

2023

Ciencia Latina

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At the beginning of 2020, teachers had an unexpected experience. The COVID-19 pandemic forced teachers to change their way of teaching from face-to-face to virtual. The purpose of this study was to explore the challenges faced, and the strategies used for online teaching by teachers during the transition from face-to-face to virtual classes. Moreover, interpret if teachers were prepared to start virtual classes. Using a qualitative approach, a questionnaire and an interview were applied. The sample consisted of 6 volunteer teachers from different subjects for the interview and 40 teachers for the questionnaire. The challenges revealed by the interviewees were Poor connection, Lack of student resources, and Mastery of digital tools. Regarding the strategies, Role-Playing, Presentation, Repetition, and Learning based on problem-solving were used. Finally, the results of the questionnaire showed that the majority of the teachers were prepared to start virtual classes. Considering the reviews of other similar studies and the results in this study, certain implications could be mentioned. Although the teachers were able to overcome the challenge of virtual classes, it was evident how complex the transition was. It is necessary to keep in mind that virtuality is here to stay and the online classroom will continue to be part of the teaching and learning process. Therefore, training for teachers should be included not only on the use of technology but also on strategies for effective online teaching.

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Indonesian mathematics teachers’ views on distance learning barriers during the early Covid-19 pandemic

Cited by 4 publications

References 18 publications

Challenge and barriers: Teacher reflection on teaching physical education and sports during Covid-19 pandemic

Challenge and barriers: Teacher reflection on teaching physical education and sports during Covid-19 pandemic

Challenges and Adaptations in Remote Teaching: Insights from Rural Educators in Indonesia

Lived Experiences of Teachers in the Transition From Face-To-Face to Virtual Class During the Covid-19 Pandemic

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