Teachers’ willingness to change in adapting to online learning during the covid-19 pandemic

Reni Herawati, Universitas Muhammadiyah Yogyakarta & Balai Pendidikan Menengah Kota Yogyakarta, Indonesia, Indonesia
Heru Kurnianto Tjahjono, Universitas Muhammadiyah Yogyakarta, Indonesia
Ika Nurul Qamari, Universitas Muhammadiyah Yogyakarta, Indonesia
Sri Handari Wahyuningsih, Universitas Muhammadiyah Yogyakarta, Indonesia

Abstract


This study aimed to highlight the view of educators on the teachers’ willingness to change in adapting to online learning due to the Coronavirus disease 19 (COVID -19) pandemic. The sudden shifting required readiness to facilitate both synchronous and asynchronous learning interactions. The results of previous studies on the dissatisfaction with the online learning quality during the pandemic triggered this study. Teachers preferred to use task-based learning and resisted incorporating technology in the learning process. The limited literature provided a study gap investigated in the present study. Therefore, the real-time virtual focus group discussions were carried out to obtain viewpoints about teachers’ willingness to change in which 31 participants, including teachers, principals, and supervisors, shared their viewpoints. Moreover, dynamic discussions were conducted through brainstorming using Mentimeter, collecting viewpoints via zoom poll, and discussion engagements in the primary and breakout rooms. Content analysis revealed three categories: willingness to learn, try, and be open. The result provided novelty essential as a new perspective and proposed possible solutions to address the problems shifting from regular to online learning in Indonesia. Finally, this study recommends future investigation of teachers’ willingness to change as a new concept of professional development in establishing quality learning.

Keywords


focus group discussion; online learning; willingness to change

Full Text:

PDF

References


Anasi, S. N. (2018). Influence of gender on attitude towards the use of social media for continuing professional development among academic librarians in Nigeria. Information and Learning Science, 119(3/4), 226-240. https://doi.org/10.1108/ILS-11-2017-0114

Azorín, C. (2020). Beyond COVID-19 supernova. Is another education coming? Journal of Professional Capital and Community. https://doi.org/10.1108/JPCC-05-2020-0019

Balluck, J., Asturi, E., & Brockman, V. (2020). Use of the ADKAR® and CLARC® change models to navigate staffing model changes during the COVID-19 pandemic. Nurse Leader, 18(6), 539-546. https://doi.org/10.1016/j.mnl.2020.08.006

Bokayev, B., Torebekova, Z., Davletbayeva, Z., & Zhakypova, F. (2021). Distance learning in Kazakhstan: estimating parents’ satisfaction of educational quality during the coronavirus. Technology, Pedagogy and Education, 30(1), 27-39. https://doi.org/10.1080/1475939X.2020.1865192

Caena, F., & Punie, Y. (2019). Developing a European Framework for the Personal, Social & Learning to Learn Key Competence (LifEComp). Literature Review & Analysis of Frameworks. Luxembourg: Publications Office of the European Union. https://data.europa.eu/doi/10.2760/172528

Caena, F., & Redecker, C. (2019). Aligning teacher competence frameworks to 21st-century challenges: The case for the European Digital Competence Framework for Educators (Digcompedu). European Journal of Education, 54(3), 356-369. https://doi.org/10.1111/ejed.12345

Caena, F., & Stringher, C. (2020). Towards a new conceptualization of Learning to Learn. Aula Abierta, 49(3), 199-216. https://doi.org/10.17811/rifie.49.3.2020.199-216

Churi, P., Mistry, K., Asad, M. M., Dhiman, G., Soni, M., & Kose, U. (2021). Online learning in COVID-19 pandemic: an empirical study of Indian and Turkish higher education institutions. World Journal of Engineering. https://doi.org/10.1108/WJE-12-2020-0631

Dhawan, S. (2020). Online learning: A panacea in the time of COVID-19 crisis. Journal of Educational Technology Systems, 49(1), 5-22. https://doi.org/10.1177/0047239520934018

Dicke, T., Elling, J., Schmeck, A., & Leutner, D. (2015). Reducing reality shock: The effects of classroom management skills training on beginning teachers. Teaching And Teacher Education, 48, 1-12. https://doi.org/10.1016/j.tate.2015.01.013

Donohue, J. M., & Miller, E. (2020). COVID-19 and school closures. Jama, 324(9), 845-847. https://doi.org/10.1001/jama.2020.13092

Drisko, J. W., & Maschi, T. (2016). Content analysis: Pocket Guides to Social Work R.

Firmansyah, R., Putri, D., Wicaksono, M., Putri, S., Widianto, A., & Palil, M. (2021). Educational Transformation: An Evaluation of Online Learning Due to COVID-19. International Journal of Emerging Technologies in Learning (iJET), 16(7), 61-76. https://doi.org/10.3991/ijet.v16i07.21201

Fussell, S. G., & Truong, D. (2021). Using virtual reality for dynamic learning: an extended technology acceptance model. Virtual Reality, 1-19. https://doi.org/10.1007/s10055-021-00554-x

Garad, A., Al-Ansi, A. M., & Qamari, I. N. (2021). The role of e-learning infrastructure and cognitive competence in distance learning effectiveness during the covid-19 pandemic. Jurnal Cakrawala Pendidikan, 40(1), 81-91. https://doi.org/10.21831/cp.v40i1.33474

Gopal, R., Singh, V., & Aggarwal, A. (2021). Impact of online classes on the satisfaction and performance of students during the pandemic period of COVID 19. Education and Information Technologies, 26(6), 6923-6947. https://doi.org/10.1007/s10639-021-10523-1

Graneheim, U. H., Lindgren, B.-M., & Lundman, B. (2017). Methodological challenges in qualitative content analysis: A discussion paper. Nurse Education Today, 56, 29-34. https://doi.org/10.1016/j.nedt.2017.06.002

Guest, G., Namey, E., & McKenna, K. (2017). How many focus groups are enough? Building an evidence base for nonprobability sample sizes. Field Methods, 29(1), 3-22. https://doi.org/10.1177%2F1525822X16639015

Gunawan, G., Suranti, N. M. Y., & Fathoroni, F. (2020). Variations of models and learning platforms for prospective teachers during the COVID-19 pandemic period. Indonesian Journal of Teacher Education, 1(2), 61-70. http://orcid.org/0000-0001-8546-0150

Hargreaves, A., & Fullan, M. (2020). Professional capital after the pandemic: revisiting and revising classic understandings of teachers' work. Journal of Professional Capital and Community. https://doi.org/10.1108/JPCC-06-2020-0039

Harris, A. (2020). COVID-19–school leadership in crisis? Journal of Professional Capital and Community. https://doi.org/10.1108/JPCC-06-2020-0045

Herawati, R., & Priyanto, A. (2021). Implementasi Pembelajaran Online Selama Covid-19: Studi Evaluasi Di Sekolah Binaan Terpilih (The Implementation of Online Learning during the COVID-19: Evaluation Study at Selected Supervised School). JSH: Journal of Sport and Health, 2(2), 26-34. https://doi.org/10.26486/jsh.v2i2.2020

Hiatt, J. (2006). ADKAR: a model for change in business, government, and our community: Prosci.

Iona, J. (2018). Mentimeter. The School Librarian, 66(3), 153-153.

Jnr, B. A., & Noel, S. (2021). Examining the adoption of emergency remote teaching and virtual learning during and after COVID-19 pandemic. International Journal of Educational Management. https://doi.org/10.1108/IJEM-08-2020-0370

Jogezai, N. A., Baloch, F. A., Jaffar, M., Shah, T., Khilji, G. K., & Bashir, S. (2021). Teachers' attitudes towards social media (SM) use in online learning amid the COVID-19 pandemic: the effects of SM use by teachers and religious scholars during physical distancing. Heliyon, 7(4), e06781. https://doi.org/10.1016/j.heliyon.2021.e06781

Karambelkar, M., & Bhattacharya, S. (2017). Onboarding is a change: applying change management model ADKAR to onboarding. Human Resource Management International Digest. https://doi.org/10.1108/HRMID-04-2017-0073

König, J., Jäger-Biela, D. J., & Glutsch, N. (2020). Adapting to online teaching during COVID-19 school closure: teacher education and teacher competence effects among early career teachers in Germany. European Journal of Teacher Education, 43(4), 608-622. https://doi.org/10.1080/02619768.2020.1809650

Kuhfeld, M., Soland, J., Tarasawa, B., Johnson, A., Ruzek, E., & Liu, J. (2020). Projecting the potential impact of COVID-19 school closures on academic achievement. Educational Researcher, 49(8), 549-565. https://doi.org/10.3102%2F0013189X20965918

Lauri, M. A. (2019). WASP (Write a Scientific Paper): Collecting qualitative data using focus groups. Early Human Development, 133, 65-68. https://doi.org/10.1016/j.earlhumdev.2019.03.015

Lemay, D. J., Bazelais, P., & Doleck, T. (2021). Transition to online learning during the COVID-19 pandemic. Computers in Human Behavior Reports, 4, 100130. https://doi.org/10.1016/j.chbr.2021.100130

Liguori, E. W., Winkler, C., Zane, L. J., Muldoon, J., & Winkel, D. (2021). COVID-19 and necessity-based online entrepreneurship education at US community colleges. Journal of Small Business and Enterprise Development. https://doi.org/10.1108/JSBED-09-2020-0340

Lorenza, L., & Carter, D. (2021). Emergency online teaching during COVID-19: A case study of Australian tertiary students in teacher education and creative arts. International Journal of Educational Research Open, 2-2, 100057. doi:https://doi.org/10.1016/j.ijedro.2021.100057

Maqableh, M., & Alia, M. (2021). Evaluation online learning of undergraduate students under lockdown amidst COVID-19 Pandemic: The online learning experience and students’ satisfaction. Children and Youth Services Review, 128, 106160. https://doi.org/10.1016/j.childyouth.2021.106160

Meylasari, U. S., & Qamari, I. N. (2017). Faktor-faktor yang mempengaruhi knowledge sharing dalam implementasi e learning [The factors influencing knowlwege sharing and e-learning implementation]. Jurnal Manajemen Bisnis, 8(2), 238-263.

Moorhouse, B. L., & Kohnke, L. (2020). Using Mentimeter to elicit student responses in the EAP/ESP classroom. RELC Journal, 51(1), 198-204. https://doi.org/10.1177%2F0033688219890350

Nambiar, D. (2020). The impact of online learning during COVID-19: students’ and teachers’ perspective. The International Journal of Indian Psychology, 8(2), 783-793. https:///doi.org/10.25215/0802.094

Rahmatika, R., Yusuf, M., & Agung, L. (2021). The Effectiveness of Youtube as an Online Learning Media. Journal of Education Technology, 5(1), 152-158. doi:https://doi.org/10.23887/jet.v5i1.33628

Rogošić, S., & Baranović, B. (2016). Social capital and educational achievements: Coleman vs. Bourdieu. Center for Educational Policy Studies Journal, 6(2), 81-100. doi:https://doi.org/10.26529/cepsj.89

Roll, M. J., & Ifenthaler, D. (2021). Multidisciplinary digital competencies of pre-service vocational teachers. Empirical Research in

Vocational Education and Training, 13(1), 1-25. doi:https://doi.org/10.1186/s40461-021-00112-4

Scherer, R., Howard, S. K., Tondeur, J., & Siddiq, F. (2021). Profiling teachers' readiness for online teaching and learning in higher education: Who's ready? Computers in Human Behavior, 118, 106675. doi:https://doi.org/10.1016/j.chb.2020.106675

Sharma, L., & Srivastava, M. (2019). Teachers’ motivation to adopt technology in higher education. Journal of Applied Research in Higher Education. https://doi.org/10.1108/JARHE-07-2018-0156

Siri, A., Supartha, I. W. G., Sukaatmadja, I., & Rahyuda, A. G. (2020).

Does teacher competence and commitment improve teacher’s professionalism. Cogent Business & Management, 7(1), 1781993. https://doi.org/10.1080/23311975.2020.1781993

Sweet, C. (2001). Designing and conducting virtual focus groups. Qualitative Market Research: An International Journal, 4(3), 130-135. https://doi.org/10.1108/13522750110393035

Tarchi, C., Brante, E. W., Jokar, M., & Manzari, E. (2022). Pre-service teachers’ conceptions of online learning in emergency distance education: How is it defined and what self-regulated learning skills are associated with it? Teaching And Teacher Education, 113, 103669. https://doi.org/10.1016/j.tate.2022.103669

Tjahjono, H. K., Fachrunnisa, O., & Palupi, M. (2019). Configuration of organisational justice and social capital: their impact on satisfaction and commitment. International Journal of Business Excellence, 17(3), 336-360. https://doi.org/10.1504/IJBEX.2019.097957

Tracy, S. J. (2019). Qualitative research methods: Collecting evidence, crafting analysis, communicating impact: John Wiley & Sons.

Vallely, K., & Gibson, P. (2018). Engaging students on their devices with Mentimeter. Compass: Journal of Learning and Teaching, 11(2), 1-6. https://doi.org/10.21100/compass.v11i2.843

Van Den Beemt, A., Thurlings, M., & Willems, M. (2020). Towards an understanding of social media use in the classroom: a literature review. Technology, Pedagogy and Education, 29(1), 35-55. https://doi.org/10.1080/1475939X.2019.1695657

Zeid, H. A., Assadi, N., & Murad, T. (2017). The effect of junior high school teachers' motivation and willingness to change on the diversity of their teaching methods. Theory and Practice in Language Studies, 7(12), 1160-1170. https://doi.org/10.17507/tpls.0712.02

Zhao, Y. (2020). COVID-19 as a Catalyst for Educational Change. Prospects, 49(1), 29-33. https://doi.org/10.1007/s11125-020-09477-y

Zhao, Y., Wehmeyer, M., Basham, J., & Hansen, D. (2019). Tackling the wicked problem of measuring what matters: Framing the questions. ECNU Review of Education, 2(3), 262-278. https://doi.org/10.1177%2F2096531119878965

Zimmer, W. K., & Matthews, S. D. (2022). A virtual coaching model of professional development to increase teachers' digital learning competencies. Teaching And Teacher Education, 109, 103544. https://doi.org/10.1016/j.tate.2021.103544




DOI: https://doi.org/10.21831/cp.v41i2.43233

Refbacks

  • There are currently no refbacks.




 

Social Media:

     


 

 Creative Commons License
Jurnal Cakrawala Pendidikan by Lembaga Pengembangan dan Penjaminan Mutu Pendidikan UNY is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Based on a work at http://journal.uny.ac.id/index.php/cp/index.

Translator
 
 web
analytics
View Our Stats

Flag Counter