Undergraduate Students' Perception of Hybrid Learning: Voices from English Language Education Students in Pandemic Era

Abstract

<em>The policy in learning has been changed by the government since the Covid 19 cases decreased significantly in Indonesia. Therefore, the implementation of learning in this current era, especially in university level, is conducted limitedly in face to face learning mode known as Pembelajaran Tatap Muka (PTM) terbatas and online learning mode, named Pembelajaran Jarak Jauh (PJJ). These mixed modes of learning are acclaimed as hybrid learning. This transition of learning potentially raises various perceptions among the undergraduate students. Hence, this study aims at investigating the undergraduate students’ perception of hybrid learning system in the pandemic era. The participants of this study were 45 English department undergraduate students at State University of Malang. They were 38 females students and 7 males students from the 2nd, 6th and 8th semesters. This study was carried out through survey research design. Henceforth, the data of this study was gathered by spreading a closed-ended questionnaire via Google Form. The findings revealed that the undergraduate students showed positive perceptions regarding hybrid learning in pedagogical, social, and technical aspects. Notwithstanding, the negative perceptions were found in the technical aspects relating to students’ concentration in deeper learning and students’ difficulties in learning English during hybrid learning. Regardless of the positive and negative perceptions, according to the findings, hybrid learning can be categorized as the effective learning approach as well as the learning solution in this current pandemic era.</em>

Students' Perceptions in The Utilization of Zoom Video Conferencing on Speaking Ability in Distance Learning

“…This discussion section is where the researcher interpreted and discussed the result of data after the findings have been conveyed before. Most undergraduate students give positive responses about the utilization of technology for online learning because it has an important role to assist teaching and learning during distance learning (Erliza and Septianingsih, 2022;Istiqomah, 2021). Moreover, as data shown in the findings, the EFL's college students responded positively to utilizing Zoom videoconferencing in improving speaking ability in the context of attitude and English speaking competence which has been verified by a huge amount of percentages in the close-ended questionnaire's result.…”

Conflicting Student Viewpoints about Online EFL Learning during the Covid-19 Pandemic: Focus on Effective Learning and Well-being

“…Based on previous studies, it was understood that hybrid learning had a large effect on the academic achievement of the students. The result of the study conducted by Erliza and Septianingsih (2022) confirmed that students had the same positive opinions toward the method and the way of teaching provided by the lecturer during hybrid learning (p.238). For this reason, the use of hybrid learning in educational environments should be encouraged and the necessary infrastructure and facilities should be provided.…”

Pattern of Facebook use by university students during the COVID-19 pandemic: relations with loneliness and resilience

“…This was expected based on Hypothesis 1 and it is in-line with other previous similar studies mentioning that university students tend to spend many hours daily on Facebook for entertainment, implying a possibly timely excessive way of its use (Junco 2012 ; Locatelli et al 2012 ; Michikyan et al 2015 ; Sun 2020 ; Tandoc Jr et al 2015 ). Also, the above finding reflects the long use of Facebook by adults during and in the aftermath of the pandemic period (Eghtesadi and Florea 2020 ; Erliza and Septianingsih 2022 ; Indriawati and Wibowo 2021 ; Raamkumar et al 2020 ; Wiederhold 2020 ). The severe modifications in many academic processes (e.g., distant meetings, presentations, and exams) that are still valid in many universities due to the different epidemiological circumstances in different countries (Bourdas and Zacharakis 2020 ; Erliza and Septianingsih 2022 ; Galanis et al 2020 ), have probably created a fertile ground for students to consider social networking sites, such as Facebook, as an integral and possibly helpful part of their daily social and academic life.…”

“…It constitutes a first attempt to depict the structure of the relationships between emotional (loneliness, resilience) and behavioral factors (intensity of Facebook use) to propose an explanatory model of university students’ tendency to make self-disclosures to unknown online friends. This is of high importance considering that in many countries several academic procedures in tertiary education still run online or in a hybrid way influencing students’ daily academic life (Erliza and Septianingsih 2022 ; Zrnić Novaković et al 2022 ). The proposed explanatory model of the present study constitutes a significant source of information and awareness for professionals of mental health, such as school, educational and/or counselling psychologists working at university campuses (Seidel et al 2020 ).…”

“…Furthermore, the outbreak of the COVID-19 pandemic and the subsequent reduced people’s face-to-face social interaction (Bourdas and Zacharakis 2020 ; Galanis et al 2020 ) seemed to have a negative impact on university students’ pattern of social media use, as even today they tend to use them excessively to arrange academic issues (e.g., projects) that were previously settled offline and to communicate with each other (Aristovnik et al 2020 ; Burgess and Sievertsen 2020 ; Erliza and Septianingsih 2022 ). Within this context, it would be interesting to investigate whether, during the transitional period of academic life and especially amid the vulnerable period of the COVID-19 pandemic, university students tend to adopt a collectively maladaptive pattern of Facebook use by making intense use of it and self-disclosure to unknown online friends.…”