Online Learning During the Covid-19 Pandemic from the Perspective of Parsons’ Structural Functional Theory

Rohati, Ellya; Anshori, Isa; Hazin, Mufarrihul

doi:10.32478/ajmie.v2i1.737

Cited by 2 publications

(2 citation statements)

References 10 publications

(6 reference statements)

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“…Durkheim (1922) stated that education is "a collection of practices and institutions that have been organized slowly in the course of time, which are comparable with all the other social institutions and which express them, and which, therefore, can no more be changed at will than the structure of the society itself" (Clark, 1973). Very recently, Rohati et al (2021) has adopted functional structural theory in their study to conclude that integrating students' families and communities with education in school creates a cultural pattern inductive in teaching during the Covid-19 pandemic. Thus, our research agrees with the concepts of the above three studies.…”

Section: Literature Review Prior Studiesmentioning

confidence: 99%

Employability skills from employers' perspectives in indigenous contexts: empirical evidence

Hossain

Ying

Briggs

et al. 2022

HESWBL

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PurposeThis paper aims to analyze Northern Manitoba employers' indexes of employability skills that influence the UCN (University College of the North) students' employability in indigenous contexts.Design/methodology/approachThis study constructs the employability skills into six indexes from employers' perspective: reading comprehension, numeracy, technology, soft skills, job searching skills and indigenous cultural awareness. Mixed methods have been applied to this research: survey data are used for empirical analysis of the six indexes of employability skills; secondary sources of similar studies together with functional theory in education as a framework is adopted to explore the breadth and depth of employability skills requested by employers; indexing analysis is adopted to validate the necessity of developing such skills in indigenous contexts in Northern Manitoba.FindingsThe correlation analyses and mean values show that employers in Northern Manitoba take the six indexes as influential factors of students' employability. As such, the study indicates that Northern Manitoba employers consider employability in indigenous contexts as a combination of basic skills, professional requirements, soft skills and cultural awareness. The employers' attested employability is in line with the concept of the technical-function theory, which requires education to meet the demand for updated job skills due to a technological change. Moreover, Northern Manitoba employers' emphasis on indigenous cultural awareness as employability skills rationalizes the necessity to integrate indigenous cultural contents into programs and curriculums in UCN and post-secondary institutes with similar attributes. It confirms that indigenous cultural awareness is required by employers in Northern Manitoba populated with indigenous communities. The research findings suggest that the functional theory of education might help UCN and similar institutions globally to offer programs that will reduce employment inequality.Research limitations/implicationsThis research is conducted among the employers in Northern Manitoba, and the indexes and their factors are designed to evaluate UCN students' employability in general.Practical implicationsThe outcomes of this paper can be applied as a parameter for upgrading educational strategies to integrate essential and professional employability skills such as reading comprehension, numeracy, technology, soft skills and job searching skills with indigenous cultural components into UCN curriculums and programs. It can be applied to other post-secondary institutes with similar attributes to enhance their students' employability. Furthermore, the research findings can be used as a guideline for UCN to tailor their programs for the job market locally and as references for post-secondary institutions with similar student compositions globally.Originality/valueThis paper provides empirical evidence from the employers' viewpoint to support the necessity of integrating essential and professional employability skills with indigenous cultural awareness into the curriculums and programs of UCN, a post-secondary institution in indigenous populated Northern Manitoba. Furthermore, it is also attested that employers consider indigenous cultural awareness as an influential factor of students' employability in indigenous contexts.

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Section: Literature Review Prior Studiesmentioning

confidence: 99%

Employability skills from employers' perspectives in indigenous contexts: empirical evidence

Hossain

Ying

Briggs

et al. 2022

HESWBL

View full text Add to dashboard Cite

show abstract

“…The COVID-19 pandemic has also forced significant social changes in the world of education. For example, the change in the education system from offline learning to online learning [27]. Teaching and learning activities that are usually carried out face-to-face, where teachers and students are physically present in classrooms, are now changing, being replaced by learning activities through electronic media (elearning) either directly (synchronously) or asynchronously (indirectly).…”

Section: New Normalmentioning

confidence: 99%

Transformation of Learning Input Factors in the New Normal Era Post-COVID-19

Fikri

Istikomah

Fahyuni

2022

KSS

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Learning systems comprise three main components – input, process, and output. With the COVID-19 pandemic touching all areas of human life, there is a need to adapt to new, innovative alternatives, including in the field of education. This study examined the literature related to input factors in learning in the new normal era of the post-COVID-19 pandemic. A systematic literature review was carried out by documenting and reviewing articles using the keywords “learning” and “the COVID19 pandemic” published during the 2020–2021 period. The articles used were 17 accredited national and international journal articles accessed from Scopus, lens.org, Springer, Science Direct, Scimago, and SINTA. According to the findings of this study, the transition to online learning in the post-COVID-19 era requires: (i) the transformation of the curriculum to suit the current emergency conditions; (ii) the transformation of teacher competencies by improving skills, especially in mastering digital technology; (iii) the transformation of learning media by using applications or platforms that are more varied; and (iv) building facilities (information and communication technology) and infrastructure (Internet access) to support effective online learning across the nation. Keywords: instrumental input, learning, new normal era

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Online Learning During the Covid-19 Pandemic from the Perspective of Parsons’ Structural Functional Theory

Cited by 2 publications

References 10 publications

Employability skills from employers' perspectives in indigenous contexts: empirical evidence

Employability skills from employers' perspectives in indigenous contexts: empirical evidence

Transformation of Learning Input Factors in the New Normal Era Post-COVID-19

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