Title : WHAT WE CAN LEARN VIRTUALLY (The Teaching-Learning

Experience During The Covid-19 Pandemic)

Date : 19 September 2020
Media : Live on Zoom
Organized by : UNIVERSITAS SEBELAS MARET SURAKARTA
Speakers : 1. Colm Downes
2. Prof. Joko Nurkamto M.Pd

How effective is the online mode of learning, with a lecture time of 30 to 40

minutes, using zoom and whatsapp applications?
[Since the policy to apply the online mode of teaching and learning was implemented in
mid-March 2020, I have been teaching using the zoom and whatsapp applications. The
subject is “Qualitative Research Methodology in English Language Teaching”. I have
been teaching online using the zoom application, with a lecture time of 30 to 40
minutes. The teaching material and questions from students are shared in a whatsapp
group.]
1. Online learning (also known as open learning, web-based learning, computer-
mediated learning, and blended learning) can be defined as a learning experience
in a synchronous or asynchronous context using different devices (like mobile
phones, laptops, and netbooks) with internet access.
2. Synchronous learning is a face-to-face learning activity between the lecturer and
students through an online media. In addition to holding real-time discussions,
the lecturer and students can also interact directly through the computer screen
or by live chat, audio, or video.
3. Asynchronous learning refers to forms of learning that do not occur in the same
place or at the same time. Online learning offers the possibility to learn from
anywhere, anytime, in any rhythm, with any means (Dhawan, 2020).
Research Methodology
1. I used an explanatory qualitative research method, which is a qualitative study
that serves to explain why phenomena occur and the forces and influences that
drive their occurrences (Ritchie, 2003; Marshall and Rossman, 2016; Flick,
2018).
 2. A total of 30 students, who had been following online lectures, participated in
this research on a voluntary basis.
3. The research data was qualitative data in the form of the opinions of the research
participants about the implementation of online learning over a period of about
three months, from March to July 2020.
4. The data was collected using techniques of guided written reflection and written
personal interviews (Merriam and Tisdell, 2016; Creswell and Poth, 2018),
which were conducted using the whatsapp (WA) application.
5. The data collected was analyzed using an interactive analysis technique,
consisting of four components: data collection, data condensation, data display,
and conclusion (Miles, Huberman, and Saldana, 2020).
Research Finding
1. Some of the research participants acknowledged that learning from home was
the best option during this covid-19 pandemic. This is related to the government
policy which encourages physical or social distancing in order to protect people
from exposure to the corona virus and prevent the virus from spreading further.
2. One research participant stated, “di masa pandemi seperti ini, pilihan kuliah
daring memang jalan terbaik karena menyangkut kesehatan orang banyak dan
diri sendiri” (In this time of pandemic, online learning is the best option because
it impacts the health of many people and also ourselves) (DJ/6A/2020).
3. A similar opinion was voiced by FNY, who stated, “Tetapi karena keadaan yang
tidak memungkinkan kerumuman banyak orang, mungkin pilihan kuliah daring
menjadi langkah yang baik” (But because the current circumstances do not allow
the gathering of large numbers of people, online learning is probably a good
choice) (FNY/6A/2020).
4. Some of the research participants acknowledged that learning from home was
the best option during this covid-19 pandemic. This is related to the government
policy which encourages physical or social distancing in order to protect people
from exposure to the corona virus and prevent the virus from spreading further.
5. One research participant stated, “di masa pandemi seperti ini, pilihan kuliah
daring memang jalan terbaik karena menyangkut kesehatan orang banyak dan
 diri sendiri” (In this time of pandemic, online learning is the best option because
it impacts the health of many people and also ourselves) (DJ/6A/2020).
6. A similar opinion was voiced by FNY, who stated, “Tetapi karena keadaan yang
tidak memungkinkan kerumuman banyak orang, mungkin pilihan kuliah daring
menjadi langkah yang baik” (But because the current circumstances do not allow
the gathering of large numbers of people, online learning is probably a good
choice) (FNY/6A/2020).

When students are on campus, they can easily access a high quality internet
connection because it is made available by the university for academic purposes.
However, when students follow online lectures in their own homes, the situation is very
different. Students who happen to live in in rural or mountainous areas may experience
problems. This was asserted by AK, who stated, “Perkuliahan daring memerlukan
sinyal yang stabil, sedangkan tidak semua mahasiswa berada di wilayah dengan
keterjangkauan sinyal yang kuat dan stabil” (Online learning requires a stable signal,
whereas not all students are in an area where a strong and stable signal is available)
Another problem that the students find particularly difficult is the expense of
purchasing an internet package. This was expressed by AF, who stated that,
“Pengeluaran yang lebih boros untuk membeli pulsa internet, sedangkan kami
terkadang sedang tidak memiliki uang lebih untuk membeli pulsa internet dan harus
mencari wifi gratis saat perkuliahan maupun untuk meng-upload tugas yang perlu sinyal
yang baik” (There is the greater expense of buying internet credit, while sometimes we
don’t have the extra money needed to purchase internet credit and must look for free
Wi-Fi at the time of classes and to upload assignments, for which a good signal is
required) (AF/S1-6A/2020). When I asked the students to confirm the amount that they
spent on an internet package for a month, their answers varied, ranging from Rp 50,000
to Rp 80,000, Rp 100,000, Rp 150,00, Rp 200,000, and up to Rp 230,000.
If in the coming semesters, learning activities continue to be implemented
online, it is important to make sure that the elements that support these learning
activities are present. These elements include a strong and stable internet connection,
adequate hardware in the form of a smartphone or laptop, a conducive home situation,
high student motivation, and a competent and passionate lecturer (Cvetcovic, 2016;
Sockett, 2014; Harasim, 2017). In addition, institutions (universities, faculties, and
study programs) and lecturers need to use necessary strategies that can minimize the
shortcomings of online learning and maximize the existing potential in order to
maintain the quality of online learning outcomes (Jones and Richards, 2016; Campbell,
Kyriakides, Muijs, and Robinson, 2004; Rossner, 2017; Fenner and Kuhlman, 2012).