Teachers’ Perception of Online Learning during Pandemic Covid-19

Retno Puji Rahayu, Yanty Wirza


Since March 2020, the case of coronavirus disease or known as Covid-19, has become a global pandemic. According to UNESCO, schools are closed in about 100 countries due to a public health emergency, including Indonesia. The condition forces teachers to make the transition of the way they teach from face to face learning to online learning. This study investigated EFL teachers’ Perception of online English language learning. Their perceptions were analyzed in three aspects: perceived usefulness, perceived ease of use, and their attitude toward online English language learning. This study employed a descriptive design with a qualitative approach. A survey questionnaire and interview were used in this study to elicit the responses of 102 Junior High School English teachers in Bandung. This study's findings revealed that the participants showed a positive perception of the usefulness and ease of use of online learning systems during pandemic Covid-19. Still, more than half of the teachers didn’t agree on the effectiveness of it. Even though the teachers face many online teaching problems, they could show the right attitude toward using technology to teach online.


Pandemic; Online learning; Perception.

Full Text:



Journal of Engineering Research and Modern Education (IJERME), Vol. 1(1), pp. 225-235, 2016 ISSN: 2455–4200, DOI/10.5281/zenodo.161113., Available at SSRN: https://ssrn.com/abstract=2977427

Almosa, A. (2002). Use of computer in education, (2nd ed). Riyadh: Future Education Library.

Anderson, T. (2008). The Theory and Practice of Online Learning. Second Edition. AU Press Canada. Athbasca University.

Bozkurt, A., Ozbek, E., Yilmazel, S., Erdogdu, E., Ucar, H., Guler, E., Sezgin, S., Karadeniz, A., Sen-Ersoy, N., Canbek, N., Dincer, G., Ari, S., & Hakan, C. (2020). A global outlook to the interruption of education due to COVID-19 Pandemic: Navigating in a time of uncertainty and crisis. Asian Journal of Distance Education, 15(1), p. 1-126. Retrieved from http://www.asianjde.org/ojs/index.php/AsianJDE/article/view/462

Carliner, S. (2004). Overview of online learning. Amherst, MA: Human Resource Development Press.

Chaney E. G. (2001). Web-based instruction in a Rural High School: A Collaborative Inquiry into Its Effectiveness and Desirability. NASSP Bulletin, 85(628), 20-35. Retrieved from https://doi.org/10.1177/019263650108562803

Davis, F. D., Bagozzi, R. P., & Warshaw, P. R. (1989). User acceptance of computer technology: A comparison of two theoretical models. Management Science, 35(8), 982-1003. Retrieved from https://doi.org/10.1287/mnsc.35.8.982

Fry, K. (2001). E-learning markets and providers: some issues and prospects. Education Training, 233-239. Retrieved from https://doi.org/10.1108/EUM0000000005484

Giovannella, C. (2020). Measuring the effect of the Covid-19 pandemic on the Italian Learning Ecosystems at the steady state: a school teachers’ perspective. Retrieved from https://www.researchgate.net/publication/343127257

Klapproth, F., Federkeil, L., Heinschke, F., & Jungmann, T. (2020). Teachers’ experiences of stress and their coping strategies during COVID-19 induced distance teaching. Journal of Pedagogical Research. Advanced online publication. doi: 10.33902/JPR.2020062805

Lestiyanawati, R. &, Widyantoro, A. (2020). Strategies and Problems Faced by Indonesian Teachers in Conducting ELearning System During COVID-19 Outbreak. CLLiENT Journal (Journal of Culture, Literature, Linguistics and English Teaching), 2(1). Retrieved from https://ojs.unsiq.ac.id/index.php/cllient/article/view/1271

Marc, J. R. (2007). Book review: e-learning strategies for delivering knowledge in the digital age. Internet and Higher Education, 5, 185-188. Retrieved from https://doi.org/10.1002/pfi.4140410512

Nambiar, D. (2020). The impact of online learning during COVID-19: students’ and teachers’ perspective. The International Journal of Indian Psychology, 8(2). DOI: 10.25215/0802.094. Retrieved from http://www.ijip.in

Orhan, G., & Beyhan, O. (2020). Teachers’ perceptions and teaching experiences on distance education through synchronous video conferencing during Covid-19 Pandemic. Social Sciences and Education Research Review, 7(1), pp 8–44. Retrieved from https://www.researchgate.net/profile/Sigridur_Olafsdottir2/publication/344025173

Ramírez, A. R. I, Sabaté, F., & Guevara, V. F. (2015). Evaluating student acceptance level of e-learning systems. A: International Conference of Education, Research and Innovation. ICERI2015: Proceedings 8th International Conference of Education, Research and Innovation. Retrieved from http://hdl.handle.net/2117/80996.

Ramij, Md. G., & Sultana, A. (2020). Preparedness of Online Classes in Developing Countries amid COVID-19 Outbreak: A Perspective from Bangladesh. Available at SSRN: https://ssrn.com/abstract=3638718 or http://dx.doi.org/10.2139/ssrn.3638718

Rasmitadila, A. R., Rachmadtullah, R., Samsudin, A., Syaodih, E., Nurtanto, M., & Tambunan, A. (2020). The perceptions of primary school teachers of. online learning during the COVID-19 pandemic period: A case study in Indonesia. Journal of Ethnic and Cultural Studies 2020, 7(2), 90-109. Retrieved from http://dx.doi.org/10.29333/ejecs/388.

Savenye, W. C. (2005). Improving Online Courses: What is Interaction and Why Use It? Retrieved from https://search.proquest.com/openview/07f39a4e3e24cbeecf16e984b126f847

Surat Edaran Nomor 4 tahun 2020. Pelaksanaan Kebijakan Pendidikan dalam Masa Darurat Penyebaran Corona Virus (Covid-10). Retrieved from https://jdih.kemdikbud.go.id/arsip/SE%20Menteri%20Nomor%204%20Tahun%202020%20 cap.pdf

Thomson, L. D. (2010). Beyond the classroom walls: Teachers’ and students’ perspectives on how online learning can meet the needs of gifted students. Journal of Advanced Academics, 21(4),662-712. Retrieved from http://joa.sagepub.com.pluma.sjfc.edu/content/21/4/662.full.pdf+html

UNESCO. (2020a). School closures caused by Coronavirus (Covid-19). Retrieved from https://en.unesco.org/covid19/educationresponse

Westberry, N. C., (2009). An activity theory analysis of social epistemologies within tertiary level e-Learning environments. University of Waikato, Hamilton, New Zealand. Retrieved from http://researchcommons.waikato.ac.nz/bitstream/10289/4184/3/thesis.pdf.

You, J. W., & Kang, M. (2014). The role of academic emotions in the relationship between perceived academic control and self-regulated learning in online learning. Computers & Education, 77, 125-133. Retrieved from https://doi.org/10.1016/j.compedu.2014.04.018.

DOI: https://doi.org/10.17509/jpp.v20i3.29226


  • There are currently no refbacks.

Copyright (c) 2020 Jurnal Penelitian Pendidikan

ISSN: p.1412-565X e.2541-4135
Jurnal Penelitian Pendidikan (JPP), Universitas Pendidikan Indonesia
Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License

View My Stats