UNI 606

English for Information Technology - Week 10

Group 1
18523205 - Gilang Arliand
19523172 - Muhammad Wildannil Haq
19523184 - Refo Tri Putra
What is LFH ? Why is it different ?
The term “learning from home” (LFH) in this
study is directly translated from the Indonesian
term of “belajar dari rumah” (BDR) that is
officially used by the Indonesian government to
refer to such a policy amid COVID-19
pandemic.This policy encourages schools and
teachers to customize delivery modes based on
locally available technology infrastructures, to
keep providing the necessary guidance and
interactions to the students instead of simply
giving them homeworks and assignments to do
LFH in this study is different from home
education or any other similar terms such as home
school education. LFH is still part of
institutionalized education itself with some
changes in the method that it adopts a distance
learning approach due to a force majeure, which in
this case is COVID-19 pandemic, to replace all in-
class learning activities.
How do parents react to LFH ? Can we category
them ?

The results have revealed three distinct groups of The last group of parents share positive attitudes
parents with unique compounds of attitudes toward LFH. They see LFH not only as the best
toward the LFH policy: disengaged, positive, and option amid the pandemic, but also has been,
negative. Parents in disengaged groups show insofar effective. Parents in this group do not see
indifferent attitudes toward the LFH as a policy LFH as too demanding either.
regardless of its implementation. Parents with
negative attitudes consider LFH as very
demanding, i.e., more expensive, harder for them,
forces them to learn more, gives them extra work,
and not ideal overall. While 42% of them admit
LFH is indeed the best option amid the pandemic,
parents in this group seem to perceive this policy
as too demanding and less effective.
What is the importance of IT skills in LFH context ?

Digital literacy play an important role in LFH. as shown by the table that the higher income who have a
good amount of devices at home, tends to agree more towards LFH policy, where as parents who are in
disengage and negative group don’t. As past research found, providing access to a PC and internet
connectivity to low-income households with school age children as was done by the UK government
between 2008 and 2010 successfully increased parental engagement with their children’s learning (Jewitt
& Parashar, 2011). This study further emphasizes that PC ownership at home is the key to the parents’
positive attitudes toward the LFH policy. In that sense, PC ownership at home is a good indicator of
digital literacy of a household. Thus, it makes more sense that parents in this group are more digitally
literate compared to the other two groups, hence they do not find LFH too demanding. In fact, parents in
this category are the only one who think that the policy is somewhat effective.
What needs to be done to make thing better ?

- more comprehensive analysis focusing on location and student’s education level could complement this
study in order to see the bigger picture on the matter. Considering that LFH has been extended in 2021, there
is enough time to replicate the survey for the future work, not only with a better sample, but also with some
improvement in the methodology, mainly on the development of new scales based on the literature in
addition to the findings from this study. Another route to go is by incorporating some qualitative analysis in
the form of in-depth interviews with each group representative to provide a better and deeper understanding
on the matter.
Anything else caught your attention in the paper ?

- The fact that some parents are in the already advantaged position means there are some others in the
disadvantaged position. A number of research studies in both developed and developing countries have
investigated the relationships between social inequality and digital divide, a gap that makes those who own
ICT devices be able to access more information than others who do not (National Telecommunications and
Information Administration, 1999).
- another research has shown direct relationships between digital divide and education (Pratama, 2017a). In
this respect, countries with a higher participation rate in post-elementary education tend to have a higher
ICT utilization rate in terms of internet users, broadband subscriptions, mobile subscriptions, and the
number of secure Internet servers per capita.