RETURNING TO OFFLINE TEACHING AND LEARNING: WHAT IT MEANS FOR INDONESIAN STUDENTS AND TEACHERS
DOI:
https://doi.org/10.33603/perspective.v10i2.7220Keywords:
in person teaching and learning, online distance learning, post-pandemic, reverse eco-shock, school reopeningAbstract
During the early pandemic, teachers and students were abruptly forced to conduct teaching and learning remotely. Both were struggling to cope with the challenges in the emergency remote teaching (ERT) situation. It was quite common to hear students and teachers wishing to go back to school immediately for various reasons. After two years of remote teaching, some schools begin to open for face-to-face or offline learning. It is then interesting to know how the students and teachers responded to the school/ campus opening. This paper reports a small-scale survey involving 110 respondents, both teachers, and students at the secondary and tertiary levels. Thematic coding analysis was carried out to analyze the participants’ responses. This study revealed that 80% of the respondents opted for online distance learning over offline learning during the pandemic although they reported challenges of teaching and learning within the online mode. The percentage shifted after two years of distance learning. In terms of mode preference, 56% of respondents prefer to go back to offline mode but the remaining 44% want to stay in the online remote mode of teaching and learning. While the majority chose offline learning, several themes of concern emerged from the responses, and reverse eco-shock is the most prominent. As the students and teachers acknowledged the benefits and build comfort in the online teaching and learning environment, they indicate the reimaging of offline teaching and learning. It implies that the practice of offline learning will not be similar to that before the pandemicReferences
Asrobi, M., Surraya, S.A., Prasetyaningrum, A. (2021). “Voices of Indonesian EFL learners on synchronous learning amidst COVID-19 pandemic. Register Journal, Vol 14 (2), pp. 225-242 doi: https://doi.org/10.18326/rgt.v14i2.225-242
De Freitas, S., Waring, P., Douglas, H.E., Curtis, G.J., Ritchie. (2021). “Delivering bended learning to transnational students: Students’ perceptions and needs-satisfaction.†Studies in Higher Education. doi: https://doi.org/10.1080/03075079.2021.1983533
Guo, J., Huang, F., Lou, F., Chen, S. (2020). Students' perceptions of using mobile technologies in informal English learning during the COVID-19 epidemic: A study in Chinese rural secondary schools. Journal of Pedagogical Research, 4 (4), pp. 475-483,
Kusuma, I.P.I., Mahayanti, N.W.S., Gunawan, M.H., Rachman, D., and Pratiwi, N.P.A. (2021). “How well do e-portfolios facilitate students’ engagement in speaking courses during the Covid-19 pandemic?†Indonesian Journal of Applied Linguistics, Vol 11 (2), pp. 351-362. Doi: https://doi.org/10.17509/ijal.v11i2.
Liang, L., Ren, H., Cao, R., Hu, Y.G., Qin, Z.Y., Li, C.E., et al. (2020). The effect of COVID-19 on youth mental health. Psychiatric Quarterly, 91 pp. 841-852, doi: 10.1007/s11126-020-09744-3
MacIntyre, P.D., Gregersen, T., Mercer, S. (2020). Language teachers' coping strategies during the Covid-19 conversion to online teaching: Correlations with stress, wellbeing and negative emotions. System, 94 (2020), doi: 10.1016/j.system.2020.102352
Moser, K.L. Wei, T.L., Brenner, D. (2021) Remote teaching during COVID-19: Implications from a national survey of language educators. System, 97 (2021),
Nurliana, N. (2022). “The use of WhatsApp and Quizizz in higher education during Covid-19 pandemic: EFL students’ perspectivesâ€. Journal of English Language Studies. Vol 7 (1), pp. 27-39, doi: http://dx.doi.org/10.30870/jels.v7i1.13870
Pahamzah, J. (2022). “Impact of Peer Assessment through Google Classroom on Learner’s Writing Skillâ€. Journal of English Language Studies. Vol 7 (1), pp.78-88, doi: http://dx.doi.org/10.30870/jels.v7i1.13000
Palloff, R. M., & Pratt, K. (2013). Lessons from the virtual classroom: The realities of online teaching. San Francisco, CA: John Wiley & Sons.
Redmond, P. (2015). A pedagogical continuum: The journey from face-to-face to online teaching. In P. Redmond, J. Lock, & P. A. Danaher (Eds.), Educational innovations and contemporary technologies (pp. 107–132). London, UK: Palgrave Macmillan.
Russell, V. (2020). Language anxiety and the online learner. Foreign Language Annals, 53 (2020), pp. 338-352, doi: 10.1111/flan.12461
Sockman, B. R., & Sharma, P. (2008). Struggling toward a transformative model of instruction: it’s not so easy. Teaching and Teacher Education, 24(4), pp.1070–1082. Doi: https://doi.org/10.1016/j.tate.2007.11.008
Song, Juyoung. (2022). The emotional landscape of online teaching: An autoethnographic exploration of vulnerability emotional reflexivity, System, Vol. 106, 102774, https://doi.org/10.1016/j.system.2022.102774.
Suadi, S. (2021). “Students' perceptions of the use of Zoom and WhatsApp in ELT amidst Covid 19 pandemicâ€. SALEE: Study of Applied Linguistics and English Education, Vol 2 (1), pp. 51-64, doi: https://doi.org/10.35961/salee.v2i01.212
Suci, D.N., Basthomi, Y., Mukminatien, N., Santihastuti, A.,
Syamdianita, S. (2021). “EFL students’ responses on teacher’s online written feedback: interaction, revision, and perception†Indonesian Journal of Applied Linguistics. Vol 11 (2), pp. 292-306. Doi: https://doi.org/10.17509/ijal.v11i2.28549
Suharsih, S., and Wijayanti, M.A. (2021). Online learning for EFL learners: Perceptions, challenges, and expectations. Journal of English Language Studies, Vol 6 (2), pp. 244-257, doi: http://dx.doi.org/10.30870/jels.v6i2.12122
Yan, Chunmei and Wang, Li. (2022). Experienced EFL teachers switching to online teaching: A case study from China. System, Vol. 105, 102717, https://doi.org/10.1016/j.system.2021.102717.
Yandell, J. (2020). Learning under lockdown: English teaching in the time of Covid-19. Changing English, 27 (3), pp. 262-269, doi 10.1080/1358684X.2020.1779029
Yulianto, D., Setyaningsih, E., Sumardi, S. (2021). “EFL students’ interpretations of E-Learning during Covid-19 using GETAMEL: Indonesian higher education context. Register Journal, Vol 14 (2), pp. 203-224 Doi: https://doi.org/10.18326/rgt.v14i2.203-224
Zhang, Z.P., Liu, T., Lee, C.B. (2021). Language learners' enjoyment and emotion regulation in online collaborative learning. System, 98, doi: 10.1016/j.system.2021.102478
Downloads
Published
How to Cite
Issue
Section
License
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution - Share Alike 4.0 Internasional License (CC-BY-SA) that allows others to share the work with an acknowledgment of the works' authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journals published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Upon receiving the proofs, the Author/Editor agrees to promptly check the proofs carefully, correct any errors, and authorize the publication of the corrected proofs.
- Authors should submit the signed copyright transfer agreement form (CTA Form) along with the checked (and corrected proofs).
