Strategies for optimizing learning activities during the pandemic and new normal

Yunus, Saifuddin; Mariyudi, Mariyudi; Abubakar, Muhammad

doi:10.1080/23311886.2023.2175491

Cited by 6 publications

(6 citation statements)

References 27 publications

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“…In a broad sense, the post COVID-19 new normal has demanded transformation in the business education and presented Lived Experience of Business School Faculty in post COVID-19 New Normal 71 challenges to adapt blended mode of learning, to maintain academic standard, to manage the changed behavior of students and to capture the opportunities presented by online teaching. The learnings from their struggle during online teaching have also made them mindful to improve their teaching practices aligned with the findings of Yunus et al (2023) on positive learning attitudes.…”

Section: Discussionmentioning

confidence: 76%

“…However, there are very few studies that captured the perceived reality of major stakeholders in the post COVID-19 new normal. For example, Yunus et al (2023) found positive effects of pandemic on students' attitudes toward online learning. But the experience of teachers in the frontline has not captured due attention, which would be the one of the important aspects to study.…”

Section: Literature Reviewmentioning

confidence: 99%

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Lived Experience of Business School Faculty in post COVID-19 New Normal

Tamrakar

2023

J. Bus. Mgt. Res.

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Two years of COVID-19 pandemic was a unique experience for many of us. The impact of the pandemic in the academic sector was distinct. This study explored the impact of pandemic on business schools and business school teaching through the examination of the lived experience of business school faculty members. The Hermeneutic phenomenology was used to capture the lived experience of the faculties who were involved in online teaching during pandemic and are teaching in the post COVID-19 new normal at graduate and undergraduate level in different business schools in Nepal. The data were collected through in depth interviews. The analysis of the data revealed four themes: (1) Not ready for hybrid mode, (2) Possibility opened up by online experience, (3) Challenge to maintain academic standard, and (4) Measures to tackle behavioral change among students. The findings suggest that COVID-19 and the time after directed business education towards transformation. However, the Nepali business school and business school faculty members have a long ground to cover. The implication and limitation of the study have been indicated.

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Section: Discussionmentioning

confidence: 76%

Section: Literature Reviewmentioning

confidence: 99%

Lived Experience of Business School Faculty in post COVID-19 New Normal

Tamrakar

2023

J. Bus. Mgt. Res.

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“…The lack of direct engagement diminishes students' enthusiasm and propensity to actively participate in the learning process (Muljana & Luo, 2019). Additionally, the absence of innovative learning approaches further exacerbates this issue, undermining students' motivation to learn (Yunus et al, 2023). Thus, it becomes imperative for educators to cultivate student interest in learning, such as by incorporating discussions on relevant and contemporary material.…”

Section: Discussionmentioning

confidence: 99%

Differences in Biology Students’ Self-Regulation During Online and Offline Learning and Its Relationship to Learning Outcomes

Jk,

Listyorini,

Rohman

et al. 2024

J. Pendidik. Sains

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The cultivation of self-regulatory skills holds paramount importance for individuals' future success, particularly in the context of evolving educational modalities prompted by the Covid-19 pandemic. As learning transitions between online during the pandemic and offline post-pandemic, understanding the nuances of self-regulation becomes imperative. Thus, this study sought to achieve three objectives: (1) analyzing disparities in student self-regulation between online and offline settings, (2) examining the interplay between online and offline self-regulation, and (3) scrutinizing the relationship between self-regulation and learning outcomes. Employing a methodological approach involving questionnaire administration, interviews, and collecting academic scores data, data analysis was conducted utilizing the Wilcoxon Signed Ranks test and Spearman's rho test. The findings reveal that offline selfregulation markedly surpasses its online counterpart, indicating a significant discrepancy. Furthermore, a robust correlation is observed between students' self-regulation during online learning and the subsequent development of offline self-regulation. Additionally, while the correlation between self-regulation and learning outcomes is characterized as weak, it underscores the tangible influence of self-regulation on enhancing academic achievements. These findings underscore the critical role of self-regulation in navigating diverse learning environments and underscore the need for targeted interventions to bolster students' selfregulatory competencies.

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“…The impact of the COVID-19 pandemic in Indonesia in early 2020 had an effect on many sectors, such as the world of education where the central government issued policies to local governments to suspend classes at all educational institutions and replace them with online learning (Yunus et al, 2023). This was done as an effort to prevent the transmission of the Coronavirus in Indonesia.…”

Section: Literature Reviewmentioning

confidence: 99%

The Reconstruction of Blended Learning Teaching Model for Full Online Learning System: A Study on English Education Department in Islamic Universities in Indonesia

Hakim

Serasi

Revola

et al. 2023

IJLTER

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The aim of this research was to construct a teaching model that was intended as a standardization and benchmark for lecturers in the online class teaching and learning process during the COVID-19 pandemic in the English Education Department of Islamic religious universities in Indonesia. This problem was identified from the results of pre-observation research which indicated that in Indonesian Islamic religious university institutions, especially in the English Language Education study program, there was not yet clear standardization for conducting full online learning. The product of this research study is in the form of a teaching model developed using the ASSURE method that consists of analyzing the participants’ needs, stating the objectives, selecting appropriate strategies, utilizing a technological approach, requiring learners' participation, and evaluating the final product of this study. In developing this research product, the researchers also conducted a validation process with experts in the field of English teaching strategies. The validation is related to the teaching model, model design, and contextualization. The product of this research has been revised and improved based on the advice from the experts. Furthermore, at the stage of requiring students’ participation, the product also underwent trials involving 10 lecturers and 100 students from five different English Education Departments. The results obtained from the trial process were also used by the researchers for perfecting the model so that the teaching model based on blended learning would be an appropriate educational tool to be used in teaching and learning during online learning in the English Education Departments of Islamic religious universities in the future.

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Strategies for optimizing learning activities during the pandemic and new normal

Cited by 6 publications

References 27 publications

Lived Experience of Business School Faculty in post COVID-19 New Normal

Lived Experience of Business School Faculty in post COVID-19 New Normal

Differences in Biology Students’ Self-Regulation During Online and Offline Learning and Its Relationship to Learning Outcomes

The Reconstruction of Blended Learning Teaching Model for Full Online Learning System: A Study on English Education Department in Islamic Universities in Indonesia

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