Teaching Strategies During Pandemic COVID-19: A Comparative Study of Indonesia and Malaysia in TVET Programs

Abstract

The purpose of this study is to gain an understanding of the teaching strategies used by lecturers in Indonesia and Malaysia during the COVID-19 pandemic. Many lecturers must consider the amount of teaching they can provide. The transition from offline to online learning, which is accompanied by extensive technological use, is extremely challenging. A survey study was designed using an online questionnaire. Thequestionnaire is including items on learning objectives, lesson materials, teaching and learning activities, learning design, media, resources, and learning evaluations. A Google form-based online questionnaire is used to collect the data. The research participants are TVET lecturers from two universities in Indonesia and Malaysia with 200 valid responses. Descriptive statistics such as frequency distribution, mean, and standard deviation are used to analyse the research data. Inferential statistics, t-test is used to investigatethe difference between two countries, Malaysia and Indonesia on the teaching strategies during the pandemic. The results show that Indonesian and Malaysian lecturers have similar preferences for lesson material, learning resources, teaching and learning activities. While learning objectives, learning design, media, and learning evaluation are all distinct and interconnected. Most Malaysian lecturers agree that online learning allows for greater teaching flexibility, more caring, and is more open to meetthe needs of students. Other than that, the t-test show no difference in teaching strategies between Malaysia and Indonesia. For the conclusion, lecturers at both universities adapt quickly to the changes that occur during each phase of the pandemic. The most effective teaching strategies are presented to ensure that educational services and processes continue to perform.

Analysing student satisfaction with teaching strategies in vocational education

“…In our study, and similarly to Yuk-Kwang et al .’s (2021), the pandemic seems to have significantly impacted students' views of using digital technologies and learning in connection with companies. We envisage that these negative perspectives will turn positive once technologies are used effectively to maximise learning opportunities, as found in previous studies (Ana et al ., 2021; García de Paz and Santana, 2021).…”

“…(2020) compared two modalities of teaching delivery in VET (face-to-face and distance) and found no differences in the quality of teaching, even though face-to-face students performed better. A post-pandemic study in Indonesia and Malaysia revealed that online learning provides flexibility in teaching in VET (Ana et al ., 2021). After surveying VET teachers, García-de-Paz and Santana (2021) determined that the emergency situation facilitated building an environment for virtual education that would prove useful beyond the pandemic.…”

Exploring the Full Potential of Collaborative Learning and E-Learning Environments in Universities: A Systematic Review

“…On the other hand, e-learning allows students to study online, utilizing technology such as video, audio and other digital learning platforms [1], [26], [63]. The combination of these two methods can create an effective and efficient learning experience for students [7], [57], [34]. This systematic review will explore the latest studies on the use of collaborative learning and e-learning, highlight the benefits and challenges of implementing them, and provide recommendations for universities to optimize their use [23], [29].…”