Learning Transition from Covid-19 Pandemic to Post Pandemic Era: EFL University Students’ Perspective

Sisimetrika Katleyana; Soni Mirizon; Machdalena Vianty

doi:10.23887/ijerr.v6i2.64696

Authors

Sisimetrika Katleyana Universitas Sriwijaya, Palembang, Indonesia
Soni Mirizon Universitas Sriwijaya, Palembang, Indonesia
Machdalena Vianty Universitas Sriwijaya, Palembang, Indonesia

DOI:

https://doi.org/10.23887/ijerr.v6i2.64696

Keywords:

Learning Transition, Perception, Online Learning, Offline Learning

Abstract

Following a more than two-year closure due to the COVID-19 pandemic, schools are gradually reopening. The pandemic significantly changed the learning spectrum and school systems when compared to pre-pandemic times. Each student's journey is different, though, due to the personal circumstances that require adjustment to a new environment, each student's transition from online to offline learning is unique. Several studies have been conducted to examine the transition from offline to online, but the transition from online to offline has gotten less attention. Research on students' experiences of transitioning from online learning to offline was conducted to 4 selected students based on several considerations. Narrative experiences which focused on the perspectives of university students in transitioning their online to offline learning was a subject of this research therefore a qualitative design was used. Bridges transition model was adopted as the framework of this study. After conducting semi-structured interviews, the information obtained from the interview transcripts was divided into various coding systems in order to examine the insights. It was discovered that everyone who participated felt differently about the switch to offline learning. In the end, some people perceived the change negatively while others did not. Due to the various challenges, they encountered in both online and offline learning, participants had varying opinions of the learning transition.

References

Adzobu, N, Y. (2014). Design, Use and Evaluation of E-Learning Platforms: Experiences and Perspectives of a Practitioner from the Developing World Studying in the Developed World. Informatics, 1, 147–159. https://doi.org/10.3390/informatics1020147.

Afdareza, M. Y., Yuanita, P., & Maimunah, M. (2020). Development of learning device based on 21st century skill with implementatiton of problem based learning to increase critical thinking skill of student on polyhedron for grade 8th junior high school. Journal of Educational Sciences, 4(2), 273–284. https://doi.org/10.31258/JES.4.2.P.273-284.

Alenezi, A. (2020). The role of e-learning materials in enhancing teaching and learning behaviors. International Journal of Information and Education Technology, 10(1), 48–56. https://doi.org/10.18178/ijiet.2020.10.1.1338.

Bhuana, G. P., & Apriliyanti, D. L. (2021). Teachers’ encounter of online learning: Challenges and support system. Journal of English Education and Teaching, 5(1), 110–122. https://doi.org/10.33369/jeet.5.1.110-122.

Bridges, W. (2011). Managing transitions: Making the most of change (3rd ed.). Nicholas Brealey Publishing.

Cassum, S., Mansoor, K., Hirji, A., David, A., & Aijaz, A. (2020). Challenges in Teaching Palliative Care Module Virtually during COVID-19 Era. Asia-Pacific Journal of Oncology Nursing, 7(4), 301–304. https://doi.org/10.4103/apjon.apjon_42_20.

Chisadza, C., Clance, M., Mthembu, T., Nicholls, N., & Yitbarek, E. (2021). Online and face‐to‐face learning: Evidence from students’ performance during the Covid‐19 pandemic. African Development Review, 33, 114–125. https://doi.org/10.1111/1467-8268.12520.

Dios, M. T. C., & Charlo, J. C. P. (2021). Face-to-face vs. E-learning models in the covid-19 era: Survey research in a Spanish university. Education Sciences, 11(6). https://doi.org/10.3390/educsci11060293.

Espino-Díaz, L., Fernandez-Caminero, G., Hernandez-Lloret, C. M., Gonzalez-Gonzalez, H., & Alvarez-Castillo, J. L. (2020). Analyzing the impact of COVID-19 on education professionals. Toward a paradigm shift: ICT and neuroeducation as a binomial of action. Sustainability (Switzerland), 12(14), 1–10. https://doi.org/10.3390/su12145646.

Fu, Q. K., Lin, C. J., Hwang, G. J., & Zhang, L. (2019). Impacts of a mind mapping-based contextual gaming approach on EFL students’ writing performance, learning perceptions and generative uses in an English course. Computers & Education, 137, 59–77. https://doi.org/10.1016/J.COMPEDU.2019.04.005.

Gebre, E. (2018). Learning with multiple representations: Infographics as cognitive tools for authentic learning in science literacy. Canadian Journal of Learning and Technology, 44(1), 1–24. https://doi.org/10.21432/cjlt27572.

Handarini, O. I., & Wulandari, S. S. (2020). Pembelajaran Daring Sebagai Upaya Study From Home (SFH). Jurnal Pendidikan Administrasi Perkantoran (JPAP), 8(3), 465–503. https://journal.unesa.ac.id/index.php/jpap/article/view/8503.

Hikmah, N., Rahayu, R., & Fajrie, N. (2020). Penerapan Media Pembelajaran Math Mobile Learning untuk Meningkatkan Kemampuan Pemecahan Masalah Siswa Kelas IV. WASIS: Jurnal Ilmiah Pendidikan, 1(2), 1–8. https://doi.org/10.24176/wasis.v1i2.4895.

Ibna Seraj, P. M., & Habil, H. (2019). A critical review on oral English communication skills (OECS). 3rd International Language & Tourism Conference 2019, 1–12. http://dspace.aiub.edu:8080/jspui/handle/123456789/345.

Islam, M. K., Sarker, M. F. H., & Islam, M. S. (2022). Promoting student-centred blended learning in higher education: A model. E-Learning and Digital Media, 19(1), 36–54. https://doi.org/10.1177/20427530211027721.

Julien, G., & Dookwah, R. (2020). Students’ transition from face-to-face learning to online learning at higher education: A case study in trinidad and tobago. Educational Research and Reviews, 15(8), 487–494. https://doi.org/10.5897/ERR2020.4005.

Kärner, T., & Kögler, K. (2016). Emotional states during learning situations and students’ self-regulation: Process-oriented analysis of person-situation interactions in the vocational classroom. Empirical Research in Vocational Education and Training, 8(1). https://doi.org/10.1186/s40461-016-0038-8.

Lei, S. I., & So, A. S. I. (2021). Online teaching and learning experiences during the COVID-19 pandemic–a comparison of teacher and student perceptions. J. Hosp. Tour. Educ, 33, 148–162. https://doi.org/10.1080/10963758.2021.1907196.

Maxwell, J. A., & Reybold, L. E. (2015). Qualitative Research. In International Encyclopedia of the Social & Behavioral Sciences: Second Edition. https://doi.org/10.1016/B978-0-08-097086-8.10558-6.

Maya, M., Anjana, V. M., & Mini, G. K. (2022). University students’ perceptions of shifting between online and offline learning: lessons from Kerala, India. Asian Association of Open Universities Journal, 17(3), 213–228. https://doi.org/10.1108/aaouj-03-2022-0031.

Mee Mee, R. W., Shahdan, T. S. T., Ismail, M. R., Abd Ghani, K., Pek, L. S., Von, W. Y., Woo, A., & Rao, Y. S. (2020). Role of gamification in classroom teaching: Pre-service teachers’ view. International Journal of Evaluation and Research in Education, 9(3), 684–690. https://doi.org/10.11591/ijere.v9i3.20622.

Miles, D., Mensinga, J., & Zuchowski, I. (2018). Harnessing opportunities to enhance the distance learning experience of MSW students: an appreciative inquiry process. Social Work Education, 37(6), 705–717. https://doi.org/10.1080/02615479.2018.1447557.

Natalya, L., & Halim, S. V. (2021). COVID-19 Pandemic: Its Impact On Learning Motivation (The Fluctuation During Three Different Phases). Jurnal Pendidikan Dan Pengajaran, 54(3). https://doi.org/10.23887/jpp.v54i3.37535.

Nortvig, A. M., Petersen, A. K., & Balle, S. H. (2018). A literature review of the factors influencing e-learning and blended learning in relation to learning outcome, student satisfaction and engagement. Electronic Journal of E-Learning, 16(1), 45–55. https://academic-publishing.org/index.php/ejel/article/view/1855.

Qekaj-Thaqi, A., & Thaqi, L. (2021). The Importance of Information and Communication Technologies (ICT) during the COVID-19—Pandemic in Case of Kosovo (Analytical Approach of Students Perspective). OALib, 08(07), 1–15. https://doi.org/10.4236/oalib.1106996.

Rohmah, F. N., & Bukhori, I. (2020). Pengembangan Media Pembelajaran Interaktif Mata Pelajaran Korespondensi Berbasis Android Menggunakan Articulate Storyline 3. ECOEDUCATION (Economic & Education Journal), 2(2), 169–182. https://doi.org/10.33503/ecoducation.v2i2.892.

Ropawandi, D., Halim, L., & Husnin, H. (2022). Augmented Reality (AR) Technology-Based Learning: The Effect on Physics Learning during the COVID-19 Pandemic. International Journal of Information and Education Technology, 12(2). https://doi.org/10.18178/ijiet.2022.12.2.1596.

Sadikin, A., & Hamidah, A. (2020). Pembelajaran Daring di Tengah Wabah Covid-19. Biodik, 6(2), 109–119. https://doi.org/10.22437/bio.v6i2.9759.

Soesanto, R. H., & Dirgantoro, K. P. S. (2021). Commemorating one-year of the COVID-19 Pandemic: Indonesian and international issues of secondary and tertiary mathematics learning. International Journal of Studies in Education and Science (IJSES), 2(1), 18–35. https://doi.org/10.46328/ijses.3.

Suminto, E. A., & Mbato, C. L. (2020). The Implementation of Metacognition in Teaching Character Education in Primary Education. IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature, 8(1). https://doi.org/10.24256/ideas.v8i1.1255.

Torres, S. A. H., & Castaneda-Pena, H. A. (2016). Exploring the Roles of Parents and Students in EFL Literacy Learning: A Colombian Case. English Language Teaching, 9(10), 156. https://doi.org/10.5539/elt.v9n10p156.