Exploring Teachers' TPCK: Are Indonesian Language Teachers Ready for Online Learning during the COVID-19 Outbreak?

Fuad, Muhammad; Ariyani, Farida; Suyanto, Edi; Shidiq, Ari Syahidul

doi:10.13189/ujer.2020.082245

Cited by 48 publications

(55 citation statements)

References 54 publications

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“…English language related studies during the Covid-19 process (between March 2020 and February 2021) (Aji et al, 2020;Allo, 2020;Almekhlafy, 2020;Andriivna et al, 2020;Ariyanti, 2020;Astuti & Solikhah, 2021;Atmojo & Nugroho, 2020;Bailey & Lee, 2020;Chiatoh & Chia, 2020;Dahmash, 2020;Davies et al, 2020;Destianingsih & Satria, 2020;Farrah & Al-Bakry, 2020;Fatima, 2020;Fitria, 2020;Forrester, 2020;Fuad et al, 2020;Fuentes Hernández et al, 2020;Gao & Zhang, 2020;Hadianti & Arisandi, 2020;Hafidz, 2020;Hakim, 2020;Hamid, 2020;Hartshorn & Mcmurry, 2020;Hazaea et al, 2021;Hodges et al, 2020b;Hopp & Thoma, 2020;Huang et al, 2021;Kamhi-Stein et al, 2020;Karakuzu et al, 2020;Karataş & Tuncer, 2020;Karim & Hasan, 2020;Kawinkoonlasate, 2020;Khafaga, 2021;Kholis, 2020;Krishan et al, 2020;Kusumawati, 2020;Li et al, 2020;Lie et al, 2020;Loo, 2020;…”

Section: Study Focus Authors Nmentioning

confidence: 99%

“…Although teachers tried hard to provide productive online teaching by engaging students in learning to increase their competence and to find new alternatives in their teaching sessions, they did not agree on the effectiveness of emergency online teaching. Among the reasons for teachers and students' negative attitudes are lack of prior experience and knowledge in online teaching or learning and lack of affinity with technology, particularly in the case of older teachers (Aji et al, 2020;Astuti & Solikhah, 2021;Fuad et al, 2020;Lie et al, 2020;Moser et al, 2021;Novikov, 2020;Rahayu & Wirza, 2020). It was found that although the students were ready to adapt to emergency remote learning, the unvaried and monotonous online learning environment (Fuad et al, 2020) made face-to-face learning more favourable for students (Patricia Aguilera-Hermida, 2020;Zboun & Farrah, 2021).…”

Section: Findings Of the Third Research Question Based On The Attitudes And Motivations Of Teachers And Students Towards Emergency Onlinementioning

confidence: 99%

“…Among the reasons for teachers and students' negative attitudes are lack of prior experience and knowledge in online teaching or learning and lack of affinity with technology, particularly in the case of older teachers (Aji et al, 2020;Astuti & Solikhah, 2021;Fuad et al, 2020;Lie et al, 2020;Moser et al, 2021;Novikov, 2020;Rahayu & Wirza, 2020). It was found that although the students were ready to adapt to emergency remote learning, the unvaried and monotonous online learning environment (Fuad et al, 2020) made face-to-face learning more favourable for students (Patricia Aguilera-Hermida, 2020;Zboun & Farrah, 2021). The quality of online education was reported to be low and the courses were found less facilitating because of unclear learning instructions and tasks (Hamid, 2020;Rahman, 2020;Rinekso & Muslim, 2020).…”

Section: Findings Of the Third Research Question Based On The Attitudes And Motivations Of Teachers And Students Towards Emergency Onlinementioning

confidence: 99%

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English language teaching and learning during Covid-19: A global perspective on the first year

Erarslan¹

2021

Journal of Educational Technology and Online Learning

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PandemicCovid-19 Emergency online teaching English language teaching and learning First year analysisThe world recently witnessed the unexpected emergence of a coronavirus that caused the Covid-19 pandemic and severely impacted all aspects of human life. The sudden lockdown that came with the announcement of the pandemic affected health systems, the world economy and, inevitably, education systems across the globe. Due to the pandemic, schools and universities were closed, face-to-face education was suspended and a shift to emergency online teaching was instituted. English language training took its share in this transition and several studies were conducted to investigate the effects of the pandemic on emergency online teaching and the learning of English. This integrative literature review study analyses and synthesizes the research studies conducted between March 2020 and February 2021 to illustrate the first year of the pandemic in terms of English language teaching and learning globally. Thus, 69 research studies were selected for analysis. Findings show that the emergency online teaching and learning of English mainly created challenges due to the internet connection problems and students' access to computer or smart phones. On the other hand, contributing the teachers' digital literacy skills, the significance of online teaching and learning in case of emergency situations was highlighted as the findings showed. The studies produced conflicting results in terms of the implementation of emergency online teaching and learning practices, English language teachers and students' perceptions and attitudes, the affective, motivational and cognitive aspects, and the impact of emergency online teaching on the language development of students. Research Article

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Section: Study Focus Authors Nmentioning

confidence: 99%

Section: Findings Of the Third Research Question Based On The Attitudes And Motivations Of Teachers And Students Towards Emergency Onlinementioning

confidence: 99%

Section: Findings Of the Third Research Question Based On The Attitudes And Motivations Of Teachers And Students Towards Emergency Onlinementioning

confidence: 99%

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English language teaching and learning during Covid-19: A global perspective on the first year

Erarslan¹

2021

Journal of Educational Technology and Online Learning

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“…The concept of integration technology into classroom is not new, but teachers should employ TPACK or technological pedagogical content knowledge into classroom in modern schooling. The understanding about online learning and also technology in pedagogical strategies are promoted by TPACK approaches (Fuad et al, 2020;Kholik et al, 2020;P. Nuangchalerm, 2017).…”

Section: Pedagogi: Jurnal Ilmu Pendidikanmentioning

confidence: 99%

Opinions of Students and Teachers in Primary School towards Online Learning during COVID-19 Outbreak

2021

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The purpose of this research was to study the opinions of students and teachers in primary school towards online learning during COVID-19 outbreak. The informants were 106 students and 45 teachers from one primary school, Mahasarakham province, Thailand in Semester 2 Academic Year 2020. Questionnaires were used for data collection through Google form. Percentage, mean, and standard deviation were employed for data analysis. Findings showed that students had opinions towards online learning during COVID-19 outbreak were at high level, but teachers are quite fluctuating level of their opinion between high and low levels. The discussion represents students are ready to have online learning than teachers who are not familiar with technology. Teachers need to reskill or upskill in field of educational technology within and post outbreak.

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“…One of the main policies is dismissing face-to-face learning and changing it with online distance learning (Rapanta et al, 2020). Online distance learning is a solution for learning activities during this pandemic, where learning continues by following the physical distancing protocol (Basilaia & Kvavadze, 2020;Fuad et al, 2020;Murphy, 2020).…”

Section: Introductionmentioning

confidence: 99%

Chemistry Online Distance Learning during the Covid-19 Outbreak: Do TPACK and Teachers' Attitude Matter?

Kartimi¹,

Gloria²,

Anugrah³

2021

JPII

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The COVID-19 outbreak has made many countries decide to close schools to prevent the spread, including Indonesia. This leads to online distance learning. Furthermore, online distance learning is carried out by teachers suddenly without prior preparation. Therefore, the teachers' Technological, Pedagogical, Content Knowledge (TPACK), and attitude to conduct online distance learning are crucial. Thus, this study intends to identify chemistry teachers’ TPACK and attitude in online distance learning during the COVID-19 outbreak. Purposed-design survey method was used with 109 participants in Java, Indonesia. The data were collected using online questionnaires then analyzed quantitatively using factor analysis and qualitatively based on the teachers’ response to online distance learning during the COVID-19. The questionnaire used consisted of 36 close-ended statements with a Likert scale and 10 open-ended questions to find out challenges and opportunities for implementing chemistry online distance learning. The results show that the teachers try to adapt their way of teaching and assessment by using various technology platforms for online distance learning. The attitude and TPACK of the teachers tend to be positive in responding to online distance learning even though some senior teachers have a negative tendency to the aspects of attitude and technological knowledge. It can be implied that training in the use of various technologies, and enhancement of chemistry teachers’ TPACK skills are needed to produce better online distance learning. These results are expected to provide an overview of the challenges and opportunities of online distance learning in chemistry during or beyond the COVID-19 outbreak.

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Exploring Teachers' TPCK: Are Indonesian Language Teachers Ready for Online Learning during the COVID-19 Outbreak?

Cited by 48 publications

References 54 publications

English language teaching and learning during Covid-19: A global perspective on the first year

English language teaching and learning during Covid-19: A global perspective on the first year

Opinions of Students and Teachers in Primary School towards Online Learning during COVID-19 Outbreak

Chemistry Online Distance Learning during the Covid-19 Outbreak: Do TPACK and Teachers' Attitude Matter?

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