Adaptation of E-learning during the Pandemic
Towards Face-to-Face Classroom Learning
Widiastuti1*, Febi Nur Biduri2, Eka Yuniar Ernawati3, Yessy Harun4
Universitas Darma Persada, East Jakarta, DKI
Jakarta, Indonesia1,2,3,4
Email: [email protected]1*, feibinur[email protected]2, [email protected]3,
[email protected]4
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Keywords |
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ABSTRACT |
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Adaptation, e-learning, face-to-face
learning. |
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The
COVID-19 pandemic has prompted a significant shift in the Education Dynamics
landscape, necessitating a move from traditional face-to-face learning to
distance learning (e-learning). In the aftermath, this research focuses on
the dynamics of students readjusting to face-to-face learning. The study,
employing both quantitative and qualitative analyses, includes a field study
with 56 Management study program students. Objectives include exploring how
students adapt to resuming face-to-face learning and emphasizing direct
interactions. Preliminary findings reveal a positive inclination towards
face-to-face learning, though challenges like long commutes and financial
burdens persist. The research suggests addressing these concerns to enhance
the overall educational experience. A notable trend is the preference for a
hybrid approach, combining online and face-to-face sessions, indicating a
desire for increased efficiency and an enhanced learning experience. In
conclusion, the study contributes insights for educational institutions to
optimize the post-pandemic learning environment, considering both positive
experiences and challenges faced by students. |
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INTRODUCTION
Since
the emergence of the COVID-19 pandemic at the end of 2019 which had a global impact,
various aspects of life, especially in the field of education, have undergone
significant changes
Distance
learning requires the use of telecommunication devices based on information and
communication technology
During the pandemic, online learning has positively and
negatively impacted both parties, namely teachers and students. Positive
impacts include easy access to learning materials and assignments, providing
opportunities to explore new materials, and enabling the development of
potential transformation without having to leave home
However,
negative impacts are also experienced in this online learning. Lack of
understanding and knowledge using various online learning applications causes
some students to become passive, less creative, and less productive; some also
experience stress due to the demands of online learning
In anticipation of the negative impact of the
potential for sustainable learning loss due to online learning, the Indonesian
government took steps by issuing a Joint Decree (SKB) with four Ministers on December 21, 2021, with Number 05/KB/2021, Number 1347
of 2021, Number HK.01.08/ Menkes/6678/2021, and Number 443-5847 of 2021. The
decree leads to a policy to restore limited Face-to-Face Learning (PTM),
provided that its implementation follows established health protocols.
Face-to-face learning, as a conventional
learning model, brings teachers and students together to learn to convey
knowledge
As the transition from online to face-to-face
learning after approximately 2 years of the pandemic takes place, adaptability
is key for educators
and students. The preparation for face-to-face teaching and regulation of
health aspects is very important to ensure that the implementation of
face-to-face learning runs effectively and efficiently.
The
results of previous research highlighted students' time management during the
transition from online to face-to-face lectures after the COVID-19 pandemic. By
involving 50 respondents of semester V students from Darma
Persada University who had never previously
experienced face-to-face lectures during the pandemic. Findings indicate that
habit adaptation and time management are important for students in carrying out
daily activities in a face-to-face lecture environment
This
research is expected to provide insight into the adaptation process from online
learning to face-to-face learning. This research reveals how students who have
participated in online learning for two years, starting from the even semester
of the 2019/2020 academic year to the even semester of the 2021/2022 academic
year, managed to adapt to full face-to-face learning in the odd semester of
2022/2023. This study aims to understand the physical and health preparation
students need in facing face-to-face learning after the pandemic. Another
purpose of this study is to reveal the adaptation process carried out by
students when facing the change in learning from online to face-to-face. In the
end, this research can provide insight into the dynamics of transition in the
post-pandemic world of education.
METHODS
This
research uses a descriptive approach with quantitative and qualitative methods
carried out as field research. Quantitative methods describe students' physical
readiness and maintain student health when facing face-to-face learning after
the pandemic. To collect data, a questionnaire was directed to 56 5th-semester
students from the Management Study Program of Darma Persada University who attended face-to-face lectures in
class in odd semesters of 2022/2023 and had never attended face-to-face
lectures in class the previous semester. The results of the questionnaire will
be analyzed using descriptive statistics and frequency. Next, qualitative
methods are used to determine student adaptation in responding to face-to-face
learning in class after previously being carried out online at home. This was
done by observation and asking students who were respondents to this study
questions. The qualitative data obtained will be analyzed descriptively.
The questionnaire grids used in this study were
as follows:
The first part
reveals physical readiness and personal health, consisting of 4 questions (no.
1 to no. 4) by choosing a statement that suits your condition. The second part
is adaptive in responding to the learning system consisting of 5 questions
(no.5 to no. 9) by answering according to the experience experienced by
respondents.
Post-Pandemic
Readiness and Self-Habits:
1.
Covid-19
vaccination that has been carried out.
a.
Vaccination
stage 1, stage 2, and Booster
b.
Stage
1 and stage 2 vaccination
c.
Stage
1 vaccination
2.
Do you
continue to wear a mask when outside activities?
a.
Yes
b.
Not
Please give
the reason why it is done
3.
Is it after doing activities outside the home always wash your hands?
a.
Yes
b.
Not
4.
Currently, are you still keeping your
distance and avoiding crowds so as not to get COVID-19?
a.
Yes
b.
Not
Please give the
reason why it is done
Adaptive in response
to the learning system:
1.
How do
you build direct interaction and relationships with fellow students and
lecturers during face-to-face learning in class?
2.
What do you think are fun when face-to-face lectures are in
class compared to online classes?
3.
What do you think is burdensome during face-to-face lectures in
class compared to online classes?
4.
Hope for face-to-face learning to run effectively.
5.
Can online learning that has been going on for 2 years still be
combined with face-to-face learning (Blended learning)? Give your best advice.
RESULTS
The
first part analyzes the picture of physical readiness and personal health in
facing face-to-face learning after the COVID-19 pandemic based on the answers
of 56 respondents consisting of 22 men and 34 women.
COVID-19
vaccination that respondents have carried out as an effort to help the body be
protected from the COVID-19 virus and reduce the risk of transmission to others
obtained information that 79% of respondents (44 people) have received phase 1,
stage 2 and additional doses (booster) vaccines, in addition to 21% of
respondents (12) who received vaccines 1 and 2, and 0% of respondents who only
received phase 1 vaccines. This data shows that most respondents are highly
aware of efforts to protect themselves by receiving phase 1 and phase 2
vaccines and additional doses (boosters).
Figure
1. Vaccinated respondents
The
habit of using masks as one of the preventions of COVID-19 after the pandemic
subsided received respondents' answers that most respondents (55 people or 98%)
continue to use masks when doing activities outside the home, there is only one
respondent (2%) who no longer uses masks. The reasons respondents show varied
motivations when doing activities outside the home that play an important role
in the decision to continue wearing masks are compliance with health protocol
regulations. It has become a habit, a sense of comfort using masks, personal
safety, and other personal reasons such as maintaining appearance, and more
confidence.
Figure 2. Use of Masks
Washing
hands after doing activities outside the home is a good way to maintain
cleanliness and prevent the spread of disease, a habit that is always done
during a pandemic. Yes, according to respondents to this habit after the
pandemic, as many as 48 people (86%) still practice washing hands after
activities from outside. Answer no by 8 respondents (14%) do not have the habit
of washing their hands after activities from outside.
Figure 3. Washing Your Hands After Outdoor
Activities
The habit of maintaining distance and avoiding
crowds after the pandemic was answered by respondents. "Yes," there
were 20 people (36%), while respondents who answered not as many as 35 people
(64%). Different reasons for respondents responding to the habit of maintaining
distance and avoiding crowds are no longer done because the rules for
maintaining distance and crowds are no longer enforced because they can go
anywhere without restrictions, the assumption that the COVID-19 virus no longer
exists, other people around them have not carried out the habit of maintaining
distance, have been fully vaccinated. Hence, they feel safe, but it is
difficult to maintain distance because outside activities are quite dense. Respondents
who still practice social distancing habits because they express the importance
of maintaining general health, staying aware of the risk of transmission,
avoiding other diseases, and personal reasons do not like crowds and are not
allowed to leave the house so that they automatically avoid crowds.
Figure 4. Keep Your Distance and Avoid Crowds
The analysis of students' physical and health
readiness for face-to-face learning after the COVID-19 pandemic shows a high
awareness of self-care. As many as 79% of respondents have received phase 1, 2,
and booster vaccinations. Most respondents (98%) wear masks when doing
activities outside the home. Handwashing habits are maintained by 86% of
respondents, and 36% maintain distance and avoid crowds. Although there were
various behaviors in adaptation, awareness of health protocols seemed strong
among respondents.
The second discussion discusses adaptive
analysis in response to
learning systems, focusing on students' ability to identify individual needs
and characteristics adjusting from face-to-face learning. The data used in this
analysis is based on the answers of 56 respondents
with the following results:
Build direct interaction and
relationships with fellow students and lecturers during face-to-face learning.
When carrying out face-to-face learning again, respondents found various ways to
adjust after being at home for a long time during the pandemic. The way this is
done is to build direct interaction and relationships with fellow students and
lecturers. Forty-six respondents revealed that they socialize and mingle with
lecturers and other fellow students through various means such as greeting,
discussing, expressing opinions, being polite, exchanging ideas, and discussing
various things such as lectures, entertainment, and trends. On the other hand,
the other 10 respondents focused more on the lecture; they adapted to talk as
necessary, concentrated so that there were no sleeping habits while studying,
and still complied with strict health protocols.
Fun things during face-to-face
lectures in class compared to online classes. After studying online at home for
a long time, the face-to-face learning experience in class provides some fun
things. 39 student respondents revealed the pleasant incident through meeting
with friends directly, being able to chat, exchanging experiences, joking,
expanding associations, and adding friends.
In addition, 13 respondents revealed other fun things in classroom
learning, such as the opportunity to ask lecturers more freely, get pocket
money from parents, clearer explanations and a better understanding of the
material delivered by lecturers, and lecturers who are more focused on
presenting material and class management so that the lecture atmosphere becomes
livelier.
Things that are burdensome when
face-to-face lectures in class compared to online classes, although
face-to-face learning is considered fun by respondents, there are some
obstacles and things that are less pleasant than the online classes they have
experienced during the COVID-19 pandemic. Based on opinions expressed by 19
respondents, activities and atmosphere could be more pleasant during
face-to-face learning when traveling from home to campus which is quite far
away, traffic jams on the road, and weather that is not always friendly when
going to campus. Eight respondents complained about spending large funds on
campus fees and wasteful use of pocket money. Habit problems such as having to
get up early, immediately take a shower, and have breakfast, and 8 respondents
also revealed the habit of waking up to take a nap. In addition, 10 respondents
mentioned unexpected unpleasant events such as sudden cancellations made by
lecturers before lectures began, changes in lecture schedules that caused
course conflicts, delivery of less interesting material from lecturers, and the
frequency of assignments by lecturers to more students than during online
learning. While 9 respondents also expressed unpleasant feelings because they
had to adapt to carrying out face-to-face lectures after 2 years through online
lectures, they felt pressure when conducting face-to-face lectures in class.
Only 2 respondents stated that online and face-to-face learning in class did
not make a significant difference for them.
Hope for face-to-face learning to run effectively. Respondents
expressed their desire for face-to-face learning to run effectively, and the
active participation of students, lecturers, and universities to achieve this.
Some opinions from respondents were expressed as follows:
The classroom atmosphere and learning activities are interesting
and interactive, including good classroom management, time allocation for
lectures, assignments, and balanced discussions. Effective use of learning time
and adherence to agreed rules are also expected. With the ease of access to
lecture materials and attendance, respondents also hope for feedback from
lecturers and students regarding the discussion of the courses taught, which is
also considered important by respondents for good interaction and response
between lecturers and students. Respondents expect lecturers to provide information
on absenteeism by notifying them in advance. As for the smooth running of
face-to-face learning activities, respondents want the availability of the
internet that is easily accessible, and academic portals as lecture websites
always run well. Moreover, the last respondent's hope remains the provision of
adequate health facilities.
Online learning is combined with face-to-face learning (blended
learning). The online learning experience
experienced by respondents for two years and currently using face-to-face
learning in class has its own experience for respondents. Respondents' opinions
about using two types of learning received dominant responses about their
desire to combine these two learning models. A total of 47 respondents
expressed their desire to use the two models because they are considered more
efficient in the use of studies in learning as online use is used for material
that is considered easy. In contrast, difficult material requires complete
explanations, assignments in the form of discussions, and simulations can be
used face-to-face. Respondents also revealed other factors due to long trips,
erratic weather, busyness, and health. The remaining 9 respondents think they
prefer face-to-face learning; according to him, face-to-face learning is more
effective in learning, and there are fewer internet network constraints.
Post-pandemic face-to-face learning, students are taking steps
to adjust by actively building direct interaction and relationships with fellow
students and lecturers. 46 out of 56 respondents socialize and mingle with
colleagues and lecturers through various means, such as discussing, expressing
opinions, and sharing information. The remaining 10 respondents focused more on
academics, prioritizing speaking as necessary, concentrating during learning,
and adhering to strict health protocols.
The return to face-to-face learning provides a positive and
enjoyable experience for students after a long period of online learning. Thirty-nine
respondents felt happiness when meeting friends in person to interact, exchange
experiences, and expand associations. 13 Other respondents revealed that
face-to-face learning provides an opportunity to communicate more freely with
lecturers, better understand learning materials, and feel a lively and
interactive lecture atmosphere.
Some of the barriers expressed by respondents were related to
face-to-face learning after the pandemic. Although considered fun, obstacles
such as long trips, weather that is only sometimes supportive, large
expenditures of funds, and changes in schedules and tasks that are more often
given than online learning are less pleasant factors. In the blended learning
model, students also expressed interest in this learning, namely the
combination of online and face-to-face learning. Most respondents think combining
these two methods is an efficient solution to take advantage of advantages,
such as face-to-face learning for material that requires more in-depth
explanation and direct interaction and online learning for material that is
easy to understand. Some respondents also reminded that several factors, such
as long trips, weather, and health, must be considered in learning models.
CONCLUSION
The COVID-19 pandemic has prompted a significant shift
in the education landscape, transforming distance learning into a viable
alternative to traditional face-to-face instruction. Despite its positive
impacts, this adaptation has introduced challenges, manifesting in reduced
interaction quality and learning setbacks. In response, the Indonesian
government has initiated the reinstatement of face-to-face learning (PTM). This
transition necessitates adjustments for both educators and students alike.
Students are actively engaging in this adaptive process by fostering meaningful
interactions with peers and instructors, leading to positive experiences and
enhanced understanding of the subject matter within a dynamic classroom
environment. Nonetheless, obstacles such as lengthy commutes, unpredictable
weather conditions, and abrupt schedule changes persist. This research delves
into students' responses to face-to-face learning post-pandemic, examining the
sustainability of the online learning model within the blended learning
approach as an efficient option. Various crucial factors are considered in this
exploration, providing a comprehensive overview of the evolving educational
landscape.
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holder: Widiastuti, Febi Nur Biduri, Eka Yuniar
Ernawati, Yessy Harun (2024) |
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