Online Learning during Covid-19 Pandemic: Does It Run Well?

Jhon, Winarni; Mustadi, Ali; Zubaidah, Enny

doi:10.23960/jpp.v10.i3.202005

Cited by 8 publications

(6 citation statements)

References 35 publications

(71 reference statements)

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“…Because most students lack technology skills, Nugroho (2020) found that converting the entire learning process to online classrooms is not successful. The findings of other studies revealed that students had difficulty with technology (Islam et al, 2015;Atmojo & Nugroho, 2020;Jhon et al, 2020;Alodwan, 2021). Some poor children in rural areas are less likely to use the Internet during the COVID-19 Pandemic (Ariyanti, 2020;Adnan & Anwar, 2020).…”

Section: Technical Challengesmentioning

confidence: 91%

Teaching English Online Using Video Conferencing: The Challenges to EFL Instructors and Their Solutions

Nguyen

2023

ijte

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The purpose of this study is to discover the challenges that English teachers face when teaching online English via video conference. The authors hope to discover some remedies from that to resolve these issues. In this study, the author used qualitative research methodologies to examine the different challenges EFL teachers encounter when instructing English online via video conferencing and how they overcome those difficulties. This investigation aims to become aware of English teachers' challenges when instructing online via video conferences. Also, the authors would like to discover how English teachers use video-conferencing software when teaching online and how they overcome these difficulties. The researcher used interviews and questionnaire techniques to collect data. The same questions from an online interview with ten English teachers were given through a Google form. The first question stated that there were five difficulties that English teachers had to overcome when teaching online: internet connectivity, media, a lack of interaction between students and teachers, low skill, and technical issues. There are four alternative responses to the second research question: role plays are widely used in instructional activities to improve teacher-student engagement, and quiet teaching and learning environments are widely used in instructional activities to increase teacher-student engagement.

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Section: Technical Challengesmentioning

confidence: 91%

Teaching English Online Using Video Conferencing: The Challenges to EFL Instructors and Their Solutions

Nguyen

2023

ijte

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“…According to John et al (2020), there was a lack of interaction and communication between teachers and students during the pandemic. Therefore, teachers claimed that limited physical interaction hampered good communication between teachers and students.…”

Section: Introductionmentioning

confidence: 99%

Interaction and collaboration in Lithuanian schools during COVID-19 pandemic distance learning

Adomaitis

Daukšienė

Trepulė

2023

European Journal of Open, Distance and E-Learning

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Interaction and collaboration are essential pillars of successful learning.. The study aimed to find out how school communities collaborated during the COVID-19 pandemic and to assess the importance of collaboration in addressing the challenges faced. The selection of eight schools was made in a targeted way, considering that the participating schools would have chosen different virtual learning environments or technologies used for distance learning; and that schools would be of different types and sizes, and from different regions of Lithuania. . Three methods were used in this qualitative study: analysis of scientific literature, expert interviews, and focus group discussions. The results of our study confirmed that the focus of distance learning is on technological solutions, but not on the methodologies and strategies used to organise learning in virtual learning environments. Moving ‘traditional’ teaching to virtual space has become a key strategy for organising learning in virtual learning environments. The transfer of ‘traditional’ teaching strategies to distance learning not only limits the impactful interaction in virtual learning environments but also encourages ‘academic dishonesty’ among students. The success of distance learning strongly depends on students’ motivation, as well as their ability to organise their learning, solve problems in teams and critically evaluate the information provided.

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“…This requires teachers to make changes to their learning system (Yulia, 2020). The changes that occur also adjust to the situation and conditions of students during the Covid-19 pandemic (Jhon et al, 2020).…”

Section:  Introductionmentioning

confidence: 99%

How Elementary School Teachers Assess Students’ Affective Domain in the Classroom during Distance Learning?: A Phenomenological Study

Ningrum

Senen

Ambarwati

et al. 2022

JPP

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This study aims to describe how elementary school teachers assess students' affectiveness, especially in social studies learning during distance learning. Methods: This research is phenomenology study, data collection techniques using interviews and document studies. Subject 5 elementary school teacher participants. The data analysis technique uses qualitative data analysis. Findings: The teacher conducts an affective assessment during social studies learning on student behavior, there still a problem, the teacher cannot monitor students directly so that the affective assessment in learning cannot be carried out optimally. However, affective assessment provides the benefit that the teacher can direct good attitudes and character to students. Conclusion: Cooperation of various parties to maximize affective assessment in the social studies learning process in the distance learning period.

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Online Learning during Covid-19 Pandemic: Does It Run Well?

Cited by 8 publications

References 35 publications

Teaching English Online Using Video Conferencing: The Challenges to EFL Instructors and Their Solutions

Teaching English Online Using Video Conferencing: The Challenges to EFL Instructors and Their Solutions

Interaction and collaboration in Lithuanian schools during COVID-19 pandemic distance learning

How Elementary School Teachers Assess Students’ Affective Domain in the Classroom during Distance Learning?: A Phenomenological Study

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