The Emergency Remote Learning Experience of University Students in Indonesia amidst the COVID-19 Crisis

Abstract

This study aimed to explore and interpret the lived experience of Indonesian university students in emergency remote learning (ERL) during the COVID-19. Methods of the investigation was a qualitative phenomenological approach involving 80 students from the Social Science Education Program at a public university in Jakarta. Understanding their experience was achieved through a rigorous analysis of the participants' diaries and reflective essays and an online focus group. Results revealed that the students' experiences fell into two overarching themes, each with related sub-themes. The two identified themes and subthemes were: (a) blended learning, with the subthemes of e-learning, m-learning and conventional learning, and (b) paradoxical learning, with the sub-themes of flexible learning and challenging learning. By studying how university students learned during COVID-19, we could help ensure the efficacy of ongoing ERL and better incorporate similar programs in the future if this ever happens again.

Student’s Attitude and Satisfaction towards Transformative Learning: A Research Study on Emergency Remote Learning in Tertiary Education

“…According to Ullah, Khan, & Khan (2017) quantitative data, students indicated negative perception in understanding online learning materials without getting acquainted with appropriate guidance. Students complained about trouble finding references as the learning resources provided are limited, resulting in students gathering irrelevant information from the internet and journals (Rahiem, 2020). Lukong et al (2020) research findings showed that students preferred face-to-face learning resulting in a better understanding of online learning lessons.…”

Technological Barriers and Challenges in the Use of ICT during the COVID-19 Emergency Remote Learning

“…This situation was certainly not ideal, but students are persistent, educators are strong-willed, and they all tried their best [20]. A mix of conventional and non-conventional methods or blended learning was utilized remotely during the COVID-19 outbreak [21]. Blended learning is the application of more than one method, strategy, technique, or media in education [22], [23].…”

“…Learning had been paradoxical during ERL; to explain how students saw learning as versatile on the one hand, but on the other, they saw it as demanding too [21]. Rahiem [21] further explained the thirteen platforms used during ERL listed by the students were: e-book/e-journals, pdf documents, YouTube videos, online meetings (Zoom, Google Meet or Microsoft Teams), WhatsApp, social media (Facebook or Instagram), Google Classroom, e-mail, Google Search Engine, Podcasts, educational websites, Audio Calls, and PowerPoint Presentations. WhatsApp was the primary tool that was used by nearly every course during the ERL period.…”

“…The students commented that ERL gave them more time to be at home, take care of their well-being, spend time with relatives, and be more creative, but at the same time, they found it difficult to balance their time. They pointed out that technology, internet access and the devices used for online learning, were some of the more common problems that arose [21].…”

Online Learning during Pandemic: Students' Motivation, Challenges, and Alternatives

“…Emergency remote learning (ERL) is intended as a temporary shift from normal learning modes (Rahiem, 2020). The situation happens when learning becomes remote (or distant), it takes what is supposed to be face-to-face teaching and transform it to become digital education.…”