The Challenges of Online Learning during the COVID-19 Pandemic: An Essay Analysis of Performing Arts Education Students

Abstract

COVID-19 pandemic has changed the way of learning in higher education. Teaching, and learning activities that are usually carried out with face-to-face meetings have turned into virtual meetings in various online learning applications. This paper aims to analyze student essays in the form of perspectives or responses about the challenges of online learning during the COVID-19 pandemic. This paper collected fifteen students as samples in the Fundamentals of Education I course who were actively involved in online learning activities. Online learning provides various instructions led by the lecturer. Instructions can be synchronous (communication where participants interact in the same time space as video conferencing, zoom, google meet, and WebEx) or asynchronous (time-separated communication such as e-mail, google form, streaming video content, posting lecture notes and social media platforms). This study used a qualitative approach. The researcher then collecting, reading and highlights each student's response that is considered relevant for analysis. This paper has shown so many responses about the challenges experienced by the students while studying online, such as, positive and negative impact of online learning, economic conditions, anxiety during online learning, government should think and planned, the risk of user data security, face-to-face class to online learning, ability, finding effective online learning media.

Covid-19 Salgini Dönemi̇ndeki̇ Uzaktan Eği̇ti̇m Süreci̇nde Sanat Atölye Dersleri̇ni̇n Yürütülmesi̇ne İli̇şki̇n Öğrenci̇ Görüşleri̇

“…Bütün dünyayı etkileyen bu salgında etkili ve sürdürülebilir çevrimiçi bir yöntem geliştirmek önemli görülmektedir. Bu nedenle, var olan süreçte veya gelecekte bir salgın döneminde, çevrimiçi öğrenmeyi kolaylaştıracak ve etkili biçimde sürdürülmesini sağlayacak iyi planlanmış eğitim ortamları tasarlamak zaruri hale gelmiştir (Simamora, 2020). Bunun yanı sıra öğrencinin çabasının ve motivasyonun eğitimin amacına ulaşmasında etken olduğu böyle süreçlerde sorumluluk alma, moralini yüksek tutma, pozitif yaklaşma ve gayret göstermek öğrencilerin daha verimli öğrenme süreçleri geçirmeleri açısından zaruri bir durumdur.…”

“…Uzaktan eğitimde üniversiteler ve alt birimleri kendi inisiyatifleri doğrultusunda senkron (eşzamanlı) ve asenkron (eşzamansız) olarak eğitim süreçlerine devam etmiştir. Çevrimiçi öğrenme senkron (eşzamanlı: katılımcıların video konferansla aynı zaman aralığında etkileşimde bulundukları iletişim) ve asenkron (zaman uyumsuz: e-mail ya da çevrimiçi tartışma forumları gibi platformlar aracılığı ile iletişim) gibi farklı olanaklar sağlayarak katılımcılara süreci kişiselleştirebilecekleri seçim şansı sunmaktadır (Simamora, 2020). Bu süreçte teorik ve uygulama alanları olan bölüm ve anabilim dalları da ders içeriklerini uzaktan eğitime uygun hale getirme gayretine girmişlerdir.…”

EFL Undergraduate Students’ Perceptions of Online Learning Applications during the COVID-19 Outbreak

“…From that moment on, the number of cases rose significantly and urged President Joko Widodo to instruct all citizens to work from home, study from home, and pray from home. The global spread of the COVID-19 has changed all human activities, including the learning process (Basilaia & Kvavadze, 2020;Simamora, 2020), and it causes class suspension leading to the requirements of online learning (Moorhouse, 2020). As a result, the Minister of Education and Culture decided that teaching and learning processes and activities were implemented through elearning to reduce the spread of the COVID-19 outbreak and maintain the health of students, teachers, and educational staff (Atmojo & Nugroho, 2020;Nartiningrum & Nugroho, 2020).…”

E-Learning-Based Task Design for Developing Mathematics Instructional Tools Containing 4C Skills

“…Though, some challenges are faced by all parties involved: students, lecturers, and the institutions. Simamora stated that the students are challenged by connectivity, e-learning system support, and technological and self-regulation issues, the lecturers are being challenged by competency, operational, selfregulation, and isolation issues, while the institutions identify financial support and change management as challenging issues [2]. In fact, the Ministry of Education and Culture is preparing a learning scenario from a halfway house at the end of 2020 [3].…”