DISTANCE LEARNING, LEARNER AUTONOMY AND COVID-19

Jadid Muanas

Introduction

Social Phenomenon

Since the declaration of Covid-19 as a global pandemic, which started in Wuhan (Liu, Kuo, & Shih,
2020), it has changed all aspects of education (Iye & Aziz, 2020; Douglas, Katikireddi, & Taulbut, 2020;
Sintema, 2020; Ali , 2020), which in normal situation, students could study directly with their teachers,
now they have to face distance learning (Adnan & Anwar, 2020). In Indonesia, almost all of the formal or
informal schools are impacted so that they have to reform face to face learning with distance learning
(Kompas, 15/10/2020; Tempo, 15/10/2020). Consequently, this condition calls for the students to learn
individually or learn autonomously (……; ……..; …….).

Literature View

So far, studies related to distance learning and autonomous learning have become the
concentration of various researchers. In case, online learning is the best solution to facilitate students’
learning remotely (Dhawan, 2020; Chick et.all., 2020). Learning with this system emphasizes that the
readiness of teachers and students is the most fundamental one (Ali, 2020; Daniel, 2020; Aliyyah, et.all,
2020). Students who are located in rural areas tend to experience internet access problems (Adnan &
Anwar, 2020) and students feel less interested in learning process. Meanwhile, students who live in
urban areas will feel more benefited (Basilaia & Kvavadze, 2020) and their independent learning process
will also be better. Hence, Aliyah et.all. (2020) concluded that the readiness of the infrastructure is the
fundamental aspect to achieving learning targets.

Gap (Other researchers are not found yet)

From the various studies that have been mentioned, how students respond to distance learning
which requires students to study independently during Covid 19 has not been given much attention.
Whereas the main factor for the success of learning comes from the students' ability to learn
independently or learner autonomy.

Special Goal (which differ from other studies)

This study complements the shortcomings of existing studies by mapping students' experiences
and responses toward distance learning during the Covid-19 period and explaining how the learning
process is independent.

Message (The important point to be proved/explored/discussed in my study) This paper is based

on the argument that distance learning during the Covid-19 period is inevitable. As a result, students
have to train themselves to learn independently. Students who have been able to implement
autonomous learning or learn independently have a higher success rate, so they can learn better during
Covid-19.
Literature Review

Profile of previous research, trends and typology (aspects studied tend to be? The approach
studied tends to be? Results obtained?

Definition of the important concepts

A. Positive
Evidence:
1. Flexibility
2. Cost-effectiveness
3. Electronic research availability
4. Ease of connection to the Internet
5. Easy navigation of the online class interface
6. Familiarity with the instructorNegative
B. Negative
Evidence:
1. Delayed feedback from instructor
2. Unavailable technical support from instructor
3. Lack of self-regulation and self-motivation
4. Sense of isolation
5. Monotonous instructional methods
6. Poorly-designed online course content

What happen in other places?

Method (To find the data)

Research Design

Descriptive qualitative

Setting

English education department of IAIN Tulungagung

Data source

Undergraduate students

Data collection technique

Interview

Data Analysis
 Miles Huberman

Result (Show the data in order to test the hypothesis or to prove the messages)

What/how do students respond their distance learning?

A. Positive
Evidence:

B. Negative
Evidence:

Analysis (Logical interpreting)

C. Positive
Evidence:
7. Flexibility
8. Cost-effectiveness
9. Electronic research availability
10. Ease of connection to the Internet
11. Easy navigation of the online class interface
12. Familiarity with the instructorNegative
D. Negative
Evidence:
7. Delayed feedback from instructor
8. Unavailable technical support from instructor
9. Lack of self-regulation and self-motivation
10. Sense of isolation
11. Monotonous instructional methods
12. Poorly-designed online course content

Why do the response appear?

Conclusion (core of research)

References

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