Exploring Students’ Competences in Building Effective Online Learning during COVID-19 Pandemic

Rizki Farani

doi:10.20885/jee.v9i1.28004

Submitted

March 25, 2023

Accepted

May 31, 2023

Published

May 31, 2023

Download

PDF

Statistic

Read Counter : 241 Download : 240

Abstract

COVID-19 outbreak has caused some significant learning issues for students, such as internet connections, digital competence, heavy workloads, distraction, and difficult time management. However, there is still limited exploration on how students survived in online learning. To fill the void, this study aims to explore specifically how students completed their assignments in pandemic. The method focused on discourse content analysis to investigate students’ personal reflection. There were 22 undergraduate students who shared their reflective notes as main data. Supporting data were obtained from observation in Zoom meeting, WhatsApp group and Google Classroom. All data were analyzed by using COVID-19 Online Learning (CoOL) conceptual framework which includes three inputs: 1) students’ interaction, 2) instructors’ course design and 3) institutions’ facilities. Based on the results, interaction and course design play a significant role in achieving learning goals. They created a careful plan, studiedindependently, collaborated with peers, and consulted their work to the teachers. At the end of the semester, they gained new insight about knowledge and teamwork skills. In conclusion, students were able to survive online learning during the pandemic. Furthermore, teachers’ role is to enhance their effort by providing guidelines and feedback.

Keywords

COVID-19 pandemic effective online learning students’ competences undergraduate students

License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Authors who publish with this journal agree to the following terms:

Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).

How to Cite

Farani, R. (2023). Exploring Students’ Competences in Building Effective Online Learning during COVID-19 Pandemic . Journal of English and Education (JEE), 9(1), 1–9. https://doi.org/10.20885/jee.v9i1.28004

Download Citation

References

Adedoyin, O. B., & Soykan, E. (2020). Covid-19 pandemic and online learning: the challenges and opportunities. Interactive Learning Environments, 0(0), 1–13. https://doi.org/10.1080/10494820.2020.1813180
Aguilera-Hermida, A. P. (2020). College students’ use and acceptance of emergency online learning due to COVID-19. International Journal of Educational Research Open, 1(August), 100011. https://doi.org/10.1016/j.ijedro.2020.100011
Aladsani, H. K. (2021). A narrative approach to university instructors’ stories about promoting student engagement during COVID-19 emergency remote teaching in Saudi Arabia. Journal of Research on Technology in Education, 0(0), 1–17. https://doi.org/10.1080/15391523.2021.1922958
Ang, W. H. D., Shorey, S., Lopez, V., Chew, H. S. J., & Lau, Y. (2021). Generation Z undergraduate students ’ resilience during the COVID-19 pandemic : a qualitative study. Current Psychology. https://doi.org/https://doi.org/10.1007/s12144-021-01830-4
Anthonysamy, L., Koo, A. C., & Hew, S. H. (2020). Self-regulated learning strategies in higher education: Fostering digital literacy for sustainable lifelong learning. Education and Information Technologies, 25(4), 2393–2414. https://doi.org/10.1007/s10639-020-10201-8
Chung, E., Subramaniam, G., & Dass, L. C. (2020). Online learning readiness among university students in Malaysia amidst Covid-19. Asian Journal of University Education, 16(2), 45–58. https://doi.org/10.24191/AJUE.V16I2.10294
Colomer, J., Serra, L., Cañabate, D., & Serra, T. (2018). Evaluating knowledge and assessment-centered reflective-based learning approaches. Sustainability (Switzerland), 10(9), 1–16. https://doi.org/10.3390/su10093122
Daradoumis, T., & Arguedas, M. (2020). International Forum of Educational Technology & Society Cultivating Students’ Reflective Learning in Metacognitive Activities through an Affective Pedagogical Agent. Technology & Society, 23(2), 19–31.
Gelles, L. A., Lord, S. M., Hoople, G. D., Chen, D. A., & Mejia, J. A. (2020). Compassionate flexibility and self-discipline: Student adaptation to emergency remote teaching in an integrated engineering energy course during covid-19. Education Sciences, 10(11), 1–23. https://doi.org/10.3390/educsci10110304
Händel, M., Stephan, M., Gläser-Zikuda, M., Kopp, B., Bedenlier, S., & Ziegler, A. (2020). Digital readiness and its effects on higher education students’ socio-emotional perceptions in the context of the COVID-19 pandemic. Journal of Research on Technology in Education, 0(0), 1–13. https://doi.org/10.1080/15391523.2020.1846147
Howell, R. A. (2021). Engaging students in education for sustainable development: The benefits of active learning, reflective practices and flipped classroom pedagogies. Journal of Cleaner Production, 325. https://doi.org/https://doi.org/10.1016/j.jclepro.2021.129318
Huang, C., Wu, X., Wang, X., He, T., Jiang, F., & Yu, J. (2021). Exploring the Relationships between Achievement Goals, Community Identification and Online Collaborative Reflection: A Deep Learning and Bayesian Approach. 24(3).
Hussein, E., Daoud, S., Alrabaiah, H., & Badawi, R. (2020). Exploring undergraduate students’ attitudes towards emergency online learning during COVID-19: A case from the UAE. Children and Youth Services Review, 119(August). https://doi.org/10.1016/j.childyouth.2020.105699
Krippendorff, K. (1989). Content Analysis. In E. Barnouw, Gerbner. George, W. Schramm, T. L. Worth, & L. Gross (Eds.), International Encyclopedia of Communication (pp. 403–407). Oxford University Press. http://repository.upenn.edu/asc_papers/226
Krippendorff, K. (2004). Content Analysis: An Introduction to Its Methodology (Second Edi). Sage Publications, Inc.
Lemon, L. L., & Hayes, J. (2020). Enhancing trustworthiness of qualitative findings: Using leximancer for qualitative data analysis triangulation. Qualitative Report, 25(3), 604–614. https://doi.org/10.46743/2160-3715/2020.4222
Mathew, V. N., & Chung, E. (2021). University Students ’ Perspectives on Open and Distance Learning ( ODL ) Implementation Amidst COVID-19. March 2020. https://doi.org/10.24191/ajue.v16i4.11964
Morgan, H. (2020). Best Practices for Implementing Remote Learning during a Pandemic Best Practices for Implementing Remote Learning during a Pandemic. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 93(3), 135–141. https://doi.org/10.1080/00098655.2020.1751480
Nair, P. K., & Fahimirad, M. (2019). A qualitative research study on the importance of life skills on undergraduate students’ personal and social competencies. International Journal of Higher Education, 8(5), 71–83. https://doi.org/10.5430/ijhe.v8n5p71
Rafique, G. M., Mahmood, K., Warraich, N. F., & Rehman, S. U. (2021). Readiness for Online Learning during COVID-19 pandemic: A survey of Pakistani LIS students. Journal of Academic Librarianship, 47(3), 102346. https://doi.org/10.1016/j.acalib.2021.102346
Rahiem, M. D. H. (2021). Indonesian university students ’ likes and dislikes about emergency remote learning during the covid-19 Pandemic. Asian Journal of University Education (AJUE), 17(1), 1–18. https://doi.org/https://doi.org/10.24191/ajue.v17i1.11525
Tejedor, S., Cervi, L., Tusa, F., & Parola, A. (2020). Education in times of pandemic: Reflections of students and teachers on virtual university education in Spain, Italy and Ecuador. Revista Latina de Comunicacion Social, 2020(78), 1–21. https://doi.org/10.4185/RLCS-2020-1466
Tsang, J. T. Y., So, M. K. P., Chong, A. C. Y., Lam, B. S. Y., & Chu, A. M. Y. (2021). Higher education during the pandemic: The predictive factors of learning effectiveness in covid-19 online learning. Education Sciences, 11(8). https://doi.org/10.3390/educsci11080446
Van Wart, M., Ni, A., Medina, P., Canelon, J., Kordrostami, M., Zhang, J., & Liu, Y. (2020). Integrating students’ perspectives about online learning: a hierarchy of factors. International Journal of Educational Technology in Higher Education, 17(1). https://doi.org/10.1186/s41239-020-00229-8
Yaacob, A., Mohd Asraf, R., Hussain, R. M. R., & Ismail, S. N. (2021). Empowering Learners’ Reflective Thinking through Collaborative Reflective Learning. International Journal of Instruction, 14(1), 709–726. https://doi.org/10.29333/IJI.2021.14143A

References

Adedoyin, O. B., & Soykan, E. (2020). Covid-19 pandemic and online learning: the challenges and opportunities. Interactive Learning Environments, 0(0), 1–13. https://doi.org/10.1080/10494820.2020.1813180

Aguilera-Hermida, A. P. (2020). College students’ use and acceptance of emergency online learning due to COVID-19. International Journal of Educational Research Open, 1(August), 100011. https://doi.org/10.1016/j.ijedro.2020.100011

Aladsani, H. K. (2021). A narrative approach to university instructors’ stories about promoting student engagement during COVID-19 emergency remote teaching in Saudi Arabia. Journal of Research on Technology in Education, 0(0), 1–17. https://doi.org/10.1080/15391523.2021.1922958

Ang, W. H. D., Shorey, S., Lopez, V., Chew, H. S. J., & Lau, Y. (2021). Generation Z undergraduate students ’ resilience during the COVID-19 pandemic : a qualitative study. Current Psychology. https://doi.org/https://doi.org/10.1007/s12144-021-01830-4

Anthonysamy, L., Koo, A. C., & Hew, S. H. (2020). Self-regulated learning strategies in higher education: Fostering digital literacy for sustainable lifelong learning. Education and Information Technologies, 25(4), 2393–2414. https://doi.org/10.1007/s10639-020-10201-8

Chung, E., Subramaniam, G., & Dass, L. C. (2020). Online learning readiness among university students in Malaysia amidst Covid-19. Asian Journal of University Education, 16(2), 45–58. https://doi.org/10.24191/AJUE.V16I2.10294

Colomer, J., Serra, L., Cañabate, D., & Serra, T. (2018). Evaluating knowledge and assessment-centered reflective-based learning approaches. Sustainability (Switzerland), 10(9), 1–16. https://doi.org/10.3390/su10093122

Daradoumis, T., & Arguedas, M. (2020). International Forum of Educational Technology & Society Cultivating Students’ Reflective Learning in Metacognitive Activities through an Affective Pedagogical Agent. Technology & Society, 23(2), 19–31.

Gelles, L. A., Lord, S. M., Hoople, G. D., Chen, D. A., & Mejia, J. A. (2020). Compassionate flexibility and self-discipline: Student adaptation to emergency remote teaching in an integrated engineering energy course during covid-19. Education Sciences, 10(11), 1–23. https://doi.org/10.3390/educsci10110304

Händel, M., Stephan, M., Gläser-Zikuda, M., Kopp, B., Bedenlier, S., & Ziegler, A. (2020). Digital readiness and its effects on higher education students’ socio-emotional perceptions in the context of the COVID-19 pandemic. Journal of Research on Technology in Education, 0(0), 1–13. https://doi.org/10.1080/15391523.2020.1846147

Howell, R. A. (2021). Engaging students in education for sustainable development: The benefits of active learning, reflective practices and flipped classroom pedagogies. Journal of Cleaner Production, 325. https://doi.org/https://doi.org/10.1016/j.jclepro.2021.129318

Huang, C., Wu, X., Wang, X., He, T., Jiang, F., & Yu, J. (2021). Exploring the Relationships between Achievement Goals, Community Identification and Online Collaborative Reflection: A Deep Learning and Bayesian Approach. 24(3).

Hussein, E., Daoud, S., Alrabaiah, H., & Badawi, R. (2020). Exploring undergraduate students’ attitudes towards emergency online learning during COVID-19: A case from the UAE. Children and Youth Services Review, 119(August). https://doi.org/10.1016/j.childyouth.2020.105699

Krippendorff, K. (1989). Content Analysis. In E. Barnouw, Gerbner. George, W. Schramm, T. L. Worth, & L. Gross (Eds.), International Encyclopedia of Communication (pp. 403–407). Oxford University Press. http://repository.upenn.edu/asc_papers/226

Krippendorff, K. (2004). Content Analysis: An Introduction to Its Methodology (Second Edi). Sage Publications, Inc.

Lemon, L. L., & Hayes, J. (2020). Enhancing trustworthiness of qualitative findings: Using leximancer for qualitative data analysis triangulation. Qualitative Report, 25(3), 604–614. https://doi.org/10.46743/2160-3715/2020.4222

Mathew, V. N., & Chung, E. (2021). University Students ’ Perspectives on Open and Distance Learning ( ODL ) Implementation Amidst COVID-19. March 2020. https://doi.org/10.24191/ajue.v16i4.11964

Morgan, H. (2020). Best Practices for Implementing Remote Learning during a Pandemic Best Practices for Implementing Remote Learning during a Pandemic. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 93(3), 135–141. https://doi.org/10.1080/00098655.2020.1751480

Nair, P. K., & Fahimirad, M. (2019). A qualitative research study on the importance of life skills on undergraduate students’ personal and social competencies. International Journal of Higher Education, 8(5), 71–83. https://doi.org/10.5430/ijhe.v8n5p71

Rafique, G. M., Mahmood, K., Warraich, N. F., & Rehman, S. U. (2021). Readiness for Online Learning during COVID-19 pandemic: A survey of Pakistani LIS students. Journal of Academic Librarianship, 47(3), 102346. https://doi.org/10.1016/j.acalib.2021.102346

Rahiem, M. D. H. (2021). Indonesian university students ’ likes and dislikes about emergency remote learning during the covid-19 Pandemic. Asian Journal of University Education (AJUE), 17(1), 1–18. https://doi.org/https://doi.org/10.24191/ajue.v17i1.11525

Tejedor, S., Cervi, L., Tusa, F., & Parola, A. (2020). Education in times of pandemic: Reflections of students and teachers on virtual university education in Spain, Italy and Ecuador. Revista Latina de Comunicacion Social, 2020(78), 1–21. https://doi.org/10.4185/RLCS-2020-1466

Tsang, J. T. Y., So, M. K. P., Chong, A. C. Y., Lam, B. S. Y., & Chu, A. M. Y. (2021). Higher education during the pandemic: The predictive factors of learning effectiveness in covid-19 online learning. Education Sciences, 11(8). https://doi.org/10.3390/educsci11080446

Van Wart, M., Ni, A., Medina, P., Canelon, J., Kordrostami, M., Zhang, J., & Liu, Y. (2020). Integrating students’ perspectives about online learning: a hierarchy of factors. International Journal of Educational Technology in Higher Education, 17(1). https://doi.org/10.1186/s41239-020-00229-8

Yaacob, A., Mohd Asraf, R., Hussain, R. M. R., & Ismail, S. N. (2021). Empowering Learners’ Reflective Thinking through Collaborative Reflective Learning. International Journal of Instruction, 14(1), 709–726. https://doi.org/10.29333/IJI.2021.14143A

Exploring Students’ Competences in Building Effective Online Learning during COVID-19 Pandemic

Article Sidebar

Main Article Content

Abstract

Keywords

Article Details

References

References

Most read articles by the same author(s)