Integrating Technologies in the New Normal: A Study of Blended Learning

Abstract

The objective of this research is to describe how the teacher integrates technologies in blended learning and to analyze students’ perception and challenges in blended learning. The research was conducted in a private senior high school in Bandung and used a qualitative descriptive method. The data were collected through interview and questionnaire. The findings show that the teacher had already integrated technologies to run the process of teaching and learning in the new normal era as a replacement of a face to face learning due to Covid-19 pandemic. In the blended learning, the teacher integrated the variety of technologies in teaching-learning activities, namely zoom meeting and WhatsApp group chatting for the synchronous learning and she utilized google classroom, screencast o matic screen recorder, viva video editor, YouTube, and Quizizz the synchronous learning. The students perceived blended learning positively and determined that it is it is one of the effective ways of teaching. The biggest challenge overcome by the teacher is more time needed to learn and adapt to this new situation where they must employ technology in our educational culture. For the students, the stability of internet connection also becomes major obstacle in blended learning. Apart from that, blended learning can be an option applied in the learning process in the current pandemic era.

Lecturers' perceptions of blended teaching in the Post COVID-19 Era: A case study of a University in Lesotho

“…They can download materials online and learn in their comfort. This finding resonates with Sakina et al (2020) and Sahoo and Bhattacharya's (2021) views that blended learning is flexible because students can learn every time and ask questions anytime they wish to. This can happen even after school or at home, and lecturers can also respond to them at any time.…”

“…Blended teaching and learning provide the flexibility of time and place. This means that lecturers' and students' attitudes and perceptions towards education are transformed because it is viewed as a helpful and comfortable system due to its flexibility (Sakina, Kulsum & Uyun, 2020;Sahoo & Bhattacharya, 2021). The merits offered by the blended system of education are resourceful for lecturers who are willing to execute the system and encourage others to do so.…”

Need Analysis of Integrated Science Digital Teaching Materials with Blended Learning Models in the New Normal Era for PGMI Students throughout East Java

“…The majority of online training for 21st-century skills made use of YouTube videos. YouTube videos as part of a blended learning strategy may help students improve their skills (Taufik et al, 2022), communication skills (Purnamasari, 2018;Rachmijati et al, 2019), and student understanding of concepts (Sakina et al, 2020). Using YouTube videos allows students to listen, observe, and communicate (Tarnopolsky & Degtiariova, 2003).…”

Role of Video-Recorded Speaking Task in Improving Students’ Speaking Skill

“…Recently, language teaching technology has had a foremost influence in the education field, especially in the teaching and learning process. Technological developments make students learn English easily since the use of technology can create interesting learning activities, increase the students' interest in learning, and generate learning environments that support students' independence with flexible time and place and optimize their English proficiency (Sakina et al, 2020;Taufik et al, 2023;Suloso and Sakina, 2023). When the students practice their English speaking skill, they need technologies to support them in speaking.…”