Keywords
Online learning
Managerial role
Emotional role
Cognitive role
How to Cite
Abstract
As a result of the COVID-19 epidemic, public schools have been obliged to switch from face-to-face instruction to online or distance learning only. Teachers may have a more challenging time dealing with the pandemic since they are used to working offline and now must do so online. This study aims to determine how EFL students perceive instructor responsibilities in an online learning environment, and the study's difficulty is how these students perceive teacher roles. The Scale of Teacher Role Inventory (STRI), a tool established by Huang, is utilized to gather data for this study. Student feedback on their work, emotional support, and classroom management were all useful in the results from the three sections. To complete this study question's data, English language education students from a Yogyakarta university were requested to answer 27 questions. Each portion of the questionnaire had varied findings, although the values were comparable. In the cognitive role component, students appreciated lecturers' comments or feedback on their work (M=4.58 SD=0.64), but practice question advice earned the lowest score (M=4.34 SD=0.73). In terms of emotion, the lecturer has offered good help, with the best score received when the lecturer encouraged students to explore their answers and results (M = 4.32, SD = 0.72) and the lowest score gained when the lecturer made learning stressful (M = 3.29, SD = 1.32). This component is the lowest, but the computation is reversed, showing that students are not under pressure from lecturers. Students believed the lecturer crafted a good semester-long course plan (M=4.52, SD=0.61). Students considered lecturers lacked control over learning rate hence this assessment utilized the lowest possible score (M = 4.15, SD = 0.85).
References
Adedoyin, O. B., & Soykan, E. (2020). Covid-19 Pandemic And Online Learning: The Challenges And Opportunities, Interactive Learning Environments. 10.1080/10494820.2020.1813180.
Akorful, V., & Abaidoo, N. (2014). The Role Of E-learning, the Advantages And Disadvantages Of Its Adoption In Higher Education.
Al-Omari, A. A., & Salameh, K. M. (2012). E-learning versus Traditional Learning as Perceived by Undergraduate Students in Jordanian Universities. E-Learning and Digital Media, 9(2), 223–231. https://doi.org/10.2304/elea.2012.9.2.223
Anh Dao, P. T., & Chien, P. V. (2020). Students’ Perspectives in COVID-19 Outbreak’s Time: Learning English in Online Class or In Face-To-Face Class?. http://dx.doi.org/10.21474/IJAR01/11774.
Alqurashi, E. (2016). Self-efficacy in online learning environments: A literature review.
Contemporary Issues in Education Research, 9(1), 45–52. https://doi.org/10.19030/cier.v9i1.9549
Baloran, E. T. (2020). Knowledge, Attitudes, Anxiety, And Coping Strategies Of Students During COVID-19 Pandemic. 10.1080/15325024.2020.1769300.
Cao, W., Fang, Z., Han, M., & Hou, G. (2020). The psychological impact of the COVID-19 epidemic on college students in China. https://doi.org/https://doi.org/10.1016/j.psychres.2020.112934
Chin, S.S.F. & Hortin, J.A. (1994). Teachers' Perceptions of Instructional Technology and Staff Development. Journal of Educational Technology Systems, 22(2), 83-98. Retrieved November 29, 2021 from https://www.learntechlib.org/p/164592/.
Covington, M.V., & Omelich, C.L. (1984). An empirical examination of Weiner's critique of attribution research. Journal of Educational Psychology, 76, 1214-1225.
Cuban, L., Kirkpatrick, H., & Peck, C. (2001). High Access And Low Use Of Technologies In High School Classrooms: Explaining an Apparent Paradox. https://doi.org/10.3102/00028312038004813.
Creswell, J. W. (2012). Planning, Conducting, And Evaluating Quantitative And Qualitative Research.
Golonka, E. M., Bowles, A. R., Frank, V. M., Richardson, D. L., & Freynik, S. (2014).
Technologies for Foreign Language Learning: A Review of Technology Types and Their Effectiveness. Computer Assisted Language Learning. 27, 70-105.
https://doi.org/10.1017/CBO9780511802157.010
Grobe, R. P., Pettibone, T. J., & Martin, D. W. (2014). Effects of Lecturer Pace on Noise Level in a University Classroom. https://doi.org/10.1080/00220671.1973.10884567
Hsieh, J. C., & Wu, W. V. (2017). Using the Flipped Classroom To Enhance EFL Learning, Computer Assisted Language Learning. 30. 10.1080/09588221.2015.1111910.
Huang, Q. (2019). Comparing Teacher’s Roles Of F2f Learning And Online Learning In a Blended English Course, Computer Assisted Language Learning. 10.1080/09588221.2018.1540434.
Hoover, R. et. al. (2010). Composition, molecular structure, properties, and
modification of pulse starches: A Review. Food Research International, Vol. 43, Issue 2.
Judson, E. (2006). How teachers integrate technology and their beliefs about learning: Is there a connection?. Journal of Technology and Teacher Education.
Jääskelä, P., & Häkkinen, P. (2017). Teacher Beliefs Regarding Learning, Pedagogy, And the Use Of Technology In Higher Education. 10.1080/15391523.2017.1343691.
Marshall, H. H. (1992). Reconceptualizing learning for restructured schools. Paper presented at the Annual Meeting of the American Educational Research Association.
Means, B., Toyama, Y., Murphy, R., Bakia, M., Jones, K. (2009). Evaluation of evidence- based practices in online learning a meta-analysis and review of online learning studies.
Meirink, J. A., Meijer, P. C., & Verloop, N. (2009). Understanding Teacher Learning In Secondary Education: The Relations of Teacher Activities To Changed Beliefs About Teaching And Learning. 10.1016/j.tate.2008.07.003.
Murphy, L. (2015). Online Language Teaching: The Learner’s Perspective. In: Hampel R., Stickler U. (eds) Developing Online Language Teaching. https://doi.org/10.1057/9781137412263_4.
Norum, K., Grabinger, R. S., & Duffield, J. A. (1999). Healing the universe is an
inside job: Teachers' views on integrating technology. Journal of Technology and Teacher Education, 7(3), 187-203.
Norton, L., Richardson, J. T. E., Hartley, J., Newstead, S., & Mayes, J. (2005). Teachers’ beliefs and intentions concerning teaching in higher education. Higher Education, 50(4), 537–571.
Odhaib, M. F. (2018). Does E-Learning Give a BetterResult Than Traditional Learning?.
Palak, D., & Walls, R. T. (2014). Teachers’ Beliefs And Technology Practices.
1080/15391523.2009.10782537.
Pei, L., & Wu, H. (2019). Does online learning work better than offline learning in undergraduate medical education? A systematic review and meta- analysis. Medical education online, 24(1), 1666538. https://doi.org/10.1080/10872981.2019.1666538
Penuel, W. R. (2006). Implementation and effects of 1:1 computing initiatives: A research synthesis. Journal of Research on Technology in Education, 38, 329–348.
Ponto, J.A. (2015). Understanding and Evaluating Survey Research. Journal of the Advanced Practitioner in Oncology, 6, 168 - 171.
Sandholtz, J. H., Ringstaff, C., & Dwyer, D. C. (1997). Teaching with technology: Creating student-centered classrooms. New York: Teachers College Press.
Saye, J. W. (1998). Technology in the Classroom: The role of dispositions in teacher gatekeeping. J o u ml of Curriculum and Supervision, 13(3), 2 10- 234.
Shute, V. J. (2008). Focus on Formative Feedback. Review of Educational Research, 78(1), 153–189. https://doi.org/10.3102/0034654307313795
Smedley, J. (2010). Modelling the impact of knowledge management using technology. OR Insight, 23(4), 233–250. https://doi.org/10.1057/ori.2010.11
Sethuges (2020). Why Traditional Classroom Learning Is Better Than Online Courses. https://owlcation.com/academia/Why-Traditional- Classroom- Learning-is- Better-than-Online-Courses.
Syaharuddin, S. (2020). Pembelajaran Masa Pandemi: Dari Konvensional ke Daring.
Thang, S.M., & Bidmeshki, L. (2010). Investigating the perceptions of UKM undergraduates towards an English for science and technology online course. Computer Assisted Language Learning, 23, 1 - 20.
Vinogradov, P. (2016). Meeting the language needs of today’s adult English language learner: Companion learning resource. Retrieved from https://lincs.ed.gov/programs/eslpro
Wang, Y. (2002). When technology meets beliefs: Preservice teachers' perception of the teacher's role in the classroom with computers. Journal of Research on Technology in Education, 35(1), 150-161.
Windschitl, M., & Sahl, K. (2002). Tracing teachers' use of technology in a laptop computer school: The interplay of teacher beliefs, social dynamics, and instructional culture. American Educational Research Journal, 39(1), 165- 205.
Yalcin, Y. (2017). Online learners’ satisfaction: Investigating the structural relationships among self-regulation, self-efficacy, task value, learning design, and perceived learning.
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.