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

  • Roy Martin Simamora Indonesia Institute of the Art, Yogyakarta
Keywords: online learning, teaching, technology, educational, higher education, pandemic, COVID-19

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.

Downloads

Download data is not yet available.

References

Alabbasi, D. (2017). Exploring graduate students’ perspectives towards using gamification techniques in online learning. Turkish Online Journal of Distance Education, 18(3), 180–196.

Ali, W. (2020). Online and remote learning in higher education institutes: A necessity in light of COVID-19 pandemic. Higher Education Studies, 10(3), 16.

Ally, M. (2004). Foundations of educational theory for online learning. In Anderson, T. & Elloumi, F. (Eds.), Theory and practice of online learning. Athabasca University Press.

Allen, I. E., & Seaman, J. (2015). Grade Level: Tracking Online Education in the United States. Babson Survey Research Group. Babson College, 231 Forest Street, Babson Park, MA 02457.

Archambault, L., Co-chair, B., Diamond, D., Coffey, M., Foures-aalbu, D., Richardson, J., Zygouris-coe, V., Brown, R., Cavanaugh, C., Scribner, D., & Barbour, M. K. (2010). An Exploration of At-Risk Learners and Online Education. International Association of K-12 Online Learning. https://aurora-institute.org/resource/an-exploration-of-at-risk-learners-and-online-education/

Ariff, G. (2020, April 02). Getting a quality higher education online: From novelty to indispensable necessity. The Jakarta Post. https://www.thejakartapost.com/life/2020/04/01/getting-a-quality-higher-education-online-from-novelty-to-indispensable-necessity.html

Ary, D., Jacobs, L. C., Razavieh, A., & Sorensen, C. K. (2010). Introduction to research in education (8th ed.). Holt Rinehart & Wiston.

Atkins, D. E., Brown, J. S., & Hammon, A. L. (2007). A review of the open educational resources (OER) movement: Achievements, challenges, and new opportunities. The William and Flora Hewlett Foundation. http://www.hewlett.org/uploads/files/ReviewoftheOERMovement.pdf

Azzahra, N. F., (2020, May 08). [Policy brief] addressing distance learning barriers in Indonesia amid the COVID-19 pandemic. CIPS Indonesia.

https://id.cips-indonesia.org/post/addressing distance-learning-barriers-inindonesia-amid-the-covid-19-pandemic

Baccalaureate, I. O. (2020). Online learning, teaching and education continuity planning for schools. INTERNATIONAL BACCALAUREATE, 1–13.

Bakia, M., Shear, L., Toyama, Y., & Lasseter, A. (2012). Understanding the implications of online learning for educational productivity. U.S. Department of Education, Office of Educational Technology. https://tech.ed.gov/files/2013/10/implications-online-learning.pdf

Bao, W. (2020). COVID‐19 and online teaching in higher education: A case study of Peking University. Human Behavior and Emerging Technologies, 2(2), 113–115. https://doi.org/10.1002/hbe2.191

Borup, J., & Evmenova, A. S. (2019). The effectiveness of professional development in overcoming obstacles to effective online instruction in a college of education. Online Learning, 23(2), 1–20. https://doi.org/10.24059/olj.v23i2.1468

Casanova, D., & Price, L. (2018). Moving towards sustainable policy and practice – a five level framework for online learning sustainability. Canadian Journal of Learning and Technology, 44(3). https://doi.org/10.21432/cjlt27835

Choi, B. (2016). How people learn in an asynchronous online learning environment: The relationships between graduate students’ learning strategies and learning satisfaction. Canadian Journal of Learning and Technology, 42(1), 1–15. https://doi.org/10.21432/T24K7R

Corry, M., & Carlson-Bancroft, A. (2014). Transforming and turning around low-performing schools: The role of online learning. Journal of Educators Online, 11(2).

Daniel, S. J. (2020). Education and the COVID-19 pandemic. Prospects. https://doi.org/10.1007/s11125-020-09464-3

Dhawan, S. (2020). Online learning: A panacea in the time of COVID-19 crisis. Journal of Educational Technology Systems, 49(1), 5–22. https://doi.org/10.1177/0047239520934018

Gibbons, A. (2007). Educational syntheses: The growth of online learning in early childhood teacher education. E-Learning and Digital Media, 4(1), 122-123. 2–4. https://doi.org/10.2304%2Felea.2007.4.1.2

Heppen, J. B., Sorensen, N., Allensworth, E., Walters, K., Rickles, J., Taylor, S. S., & Michelman, V. (2017). The struggle to pass algebra: Online vs face-to-face credit recovery for at-risk urban students. Journal of Research on Educational Effectiveness, 10(2), 272–296. https://doi.org/10.1080/19345747.2016.1168500

Huang, R.H., Liu, D.J., Tlili, A., Yang, J.F., Wang, H.H., et al. (2020). Handbook on facilitating flexible learning during educational disruption: The Chinese experience in maintaining undisrupted learning in COVID-19 outbreak. Smart Learning Institute of Beijing Normal University.

Inchiparamban, S., & Pingle, S. (2016). Massive open online courses (MOOCs): Why do we need them? (ED590312). ERIC. http://files.eric.ed.gov/fulltext/ED590312.pdf

Wicks, M. (2010). A national primer on K-12 online learning - Version 2. International Association for K-12 Online Learning. https://aurora-institute.org/resource/a-national-primer-on-k-12-online-learning-2nd-edition/

Irawan, A. W., Dwisona, D., & Lestari, M. (2020). Psychological impacts of students on online learning during the pandemic COVID-19. KONSELI : Jurnal Bimbingan Dan Konseling (E-Journal), 7(1), 53–60. https://doi.org/10.24042/kons.v7i1.6389

Islam, N., Beer, M., & Slack, F. (2015). E-learning challenges faced by academics in higher education: A literature review. Journal of Education and Training Studies, 3(5), 102–112. https://doi.org/10.11114/jets.v3i5.947

Jena, P. K. (2020). Impact of COVID-19 on higher education in India. International Journal of Advanced Education and Research, 5(3), 77–81. https://doi.org/10.31235/osf.io/jg8fr

Kuama, S., & Intharaksa, U. (2016). Is online learning suitable for all english language students? PASAA: Journal of Language Teaching and Learning in Thailand, 52(2), 53–82.

Kusumo, N. S. A. M., Kurniawan, F. B., & Putri, N. I. (2012). Elearning obstacle faced by Indonesian students. International Journal of The Computer, The Internet, and Management, 20(1), 23–24.

Lestiyanawati, R., & Widyantoro, A. (2020). Strategies and Problems Faced by Indonesian Teachers in Conducting E- Learning System During COVID-19 Outbreak. Journal of Culture, Literature, Linguistic and English Teaching, 2(1), 71–82.

Li, C., & Lalani. F. (2020, April 29). The COVID-19 pandemic has changed education forever. This is how. World Economic Forum. https://www.weforum.org/agenda/2020/04/coronavirus-education-global-covid19-online-digital-learning/

Levy, D. (2017). Online, blended and technology-enhanced learning: Tools to facilitate community college student success in the digitally-driven workplace. Contemporary Issues in Education Research (CIER), 10(4), 255–262. https://doi.org/10.19030/cier.v10i4.10039

Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2009). Evaluation of evidence-based practices in online learning. U.S. Department of Education. https://www.ed.gov/rschstat/eval/tech/evidence-based-practices/finalreport.pdf

Nguyen, T. (2015). The Effectiveness of Online Learning: Beyond No Significant Difference and Future Horizons. MERLOT Journal of Online Learning and Teaching, 11(2), 309–319.

Oliver, R., Tallent-Runnels, M. K., Thomas, J. A., Lan, W. Y., Cooper, S., Ahern, T. C., Shaw, S. M., Liu, X., Bolliger, D. U., Wasilik, O., Henry, P., Nakayama, M., Mutsuura, K., Yamamoto, H., Sadeck, O., Cronjé, J., Williams, H. N., Redmond, P., Abawi, L. A., … Mcisaac, M. (2009). The theory and practice of online learning: Towards a theory of online learning. Electronic Journal of E-Learning, 38(4), 93–135.

Oztok, M., Wilton, L., Lee, K., Zingaro, D., Mackinnon, K., Makos, A., Phirangee, K., Brett, C., & Hewitt, J. (2014). Polysynchronous: Dialogic construction of time in online learning. E-Learning and Digital Media, 11(2), 154–161. https://doi.org/10.2304%2Felea.2014.11.2.154

Pettyjohn, T., & LaFrance, J. (2014). Online credit recovery: benefits and challenges. Education Leadership Review of Doctoral Research, 1(1), 204–219.

Powell, A., Roberts, V., & Patrick, S. (2015). Using online learning for credit recovery: Getting back on track to graduation. International Association for K-12 Online Learning. https://aurora-institute.org/resource/using-online-learning-for-credit-recovery-getting-back-on-track-to-graduation/

Sandars, J., Correia, R., Dankbaar, M., de Jong, P., Goh, P. S., Hege, I., Masters, K., Oh, S.-Y., Patel, R., Premkumar, K., Webb, A., & Pusic, M. (2020). Twelve tips for rapidly migrating to online learning during the COVID-19 pandemic. MedEdPublish, 9(1), 82. https://doi.org/10.15694/mep.2020.000082.1

Scagnoli, N. (2009). A review of online learning and its evolution in Latin America. Policy Futures in Education, 7(5), 555–565. https://doi.org/10.2304/pfie.2009.7.5.555

Shea, P., Pickett, A., & Petz, W. (2003). A follow-up study of teaching presence in the online program. Journal of Asynchronous Learning Networks, 7(2), 61– 80. https://doi.org/10.24059/olj.v7i2.1856

Sudarsana, I. K., Armaeni, K. W. A., Sudrajat, D., Abdullah, D., Satria, E., Saddhono, K., Samsiarni, Setyawasih, R., Meldra, D., & Ekalestari, S. (2019). The Implementation of the E-Learning Concept in Education. Journal of Physics: Conference Series, 1363(1). https://doi.org/10.1088/1742-6596/1363/1/012063

United Nations Sustainable Development Group. (2020). Policy brief: Education during COVID-19 and beyond. United Nations Sustainable Development Group. https://unsdg.un.org/sites/default/files/2020-08/sg_policy_brief_covid-19_and_education_august_2020.pdf

Wargadinata, W., Maimunah, I., Dewi, E., & Rofiq, Z. (2020). Student’s responses on learning in the early COVID-19 pandemic. Tadris: Jurnal Keguruan Dan Ilmu Tarbiyah, 5(1), 141–153. https://doi.org/10.24042/tadris.v5i1.6153

Watson, J., & Gemin, B. (2008). Using online learning for at-risk students and credit recovery. International Association for K-12 Online Learning. https://aurora-institute.org/resource/promising-practices-in-online-learning-using-online-learning-for-at-risk-students-and-credit-recovery/

Published
2020-08-31
How to Cite
Simamora, R. M. (2020). The Challenges of Online Learning during the COVID-19 Pandemic: An Essay Analysis of Performing Arts Education Students. Studies in Learning and Teaching, 1(2), 86-103. https://doi.org/10.46627/silet.v1i2.38
Section
Articles