Difficulties of Future Physical Education Teacher for Elementary School in Attending Synchronous Online Learning during Covid-19 Pandemic
Abstract
Covid-19 pandemic, started from the beginning of 2020, has changed the learning process in all levels of education in Indonesia. One of the changes is the shift from face-to-face learning into online learning. This research was aimed at finding out the difficulties faced by Physical Education students in joining a synchronous online learning during the pandemic. The study was a mixed-method study with an exploratory approach. The instrument used in the study was a questionnaire containing close-ended and open-ended questions distributed through a Google Form. The link was shared through WhatsApp. The study involved 118 Physical Education students as participants. The result of the study showed that there were four major obstacles faced by the students in attending a synchronous online learning, including technical problems, internet coverage problems, internet quota problems, and environment problems. In addition, the findings also showed that an effort to facilitate online learning has been given by providing internet quota for most of the students. However, it was not sufficient to support a number of synchronous online learnings. The study concludes that those problems became a barrier for students to comprehend the materials optimally and to communicate interactively during the lesson. It is suggested that, to gain an optimal outcome of the synchronous online learning, the betterment and support regarding the technical aspect should be given, such as the development of internet service coverage and internet quota provision.
Keywords
Full Text:
PDFReferences
Alqahtani, A. Y. and Rajkhan, A. A. (2020) ‘E-learning critical success factors during the covid-19 pandemic: A comprehensive analysis of e-learning managerial perspectives’, Education Sciences, 10(9), pp. 1–16. doi: 10.3390/educsci10090216.
Barbour, M. K., McLaren, A. and Zhang, L. (2012) ‘It’s not that tough: Students speak about their online learning experiences’, Turkish Online Journal of Distance Education, 13(2), pp. 226–241. doi: 10.17718/tojde.73247.
Domokos, C. et al. (2020) ‘Being a student at the Faculty of Sports and Physical Education in COVID-19 Pandemic times - A moment in life’, Timisoara Physical Education and Rehabilitation Journal, 13(24), pp. 45–50. doi: 10.2478/tperj-2020-0007.
Filiz, B. and Konukman, F. (2020) ‘Teaching strategies for Physical Education during the COVID-19 Pandemic’, Journal of Physical Education, Recreation & Dance, 91(9), pp. 49–51. doi: 10.1080/07303084.2020.1816099.
Hadullo, K., Oboko, R. and Omwenga, E. (2018) ‘Factors affecting asynchronous e-learning quality in developing countries. A qualitative pre-study of JKUAT University’, International Journal of Education and Development using Information and Communication Technology (IJEDICT), 14(1), pp. 152–163.
Lu, C., Barrett, J. and Lu, O. (2020) ‘Teaching physical education teacher education (PETE) online: Challenges and solutions’, Brock Education Journal, 29(2), p. 13. doi: 10.26522/brocked.v29i2.828.
Mcbrien, J. L., Cheng, R. and Jones, P. (2009) ‘International Review of Research in Open and Distributed Learning Virtual Spaces: Employing a Synchronous Online Classroom to Facilitate Student Engagement in Online Learning’.
Nur, L. et al. (2019) ‘Physical Education Learning Motivation: A Gender Analysis’, Jurnal Pendidikan Jasmani dan Olahraga, 4(1), pp. 8–13. Available at: http://ejournal.upi.edu/index.php/penjas/index.
Park, Y. J. and Bonk, C. J. (2007) ‘Synchronous Learning Experiences: Distance and Residential Learners’ Perspectives in a Blended Graduate Course Yun Jeong Park Curtis J. Bonk’, 6(3), pp. 245–264.
Politis, J. and Politis, D. (2016) ‘The relationship between an online synchronous learning environment and knowledge acquisition skills and traits: The blackboard collaborate experience’, Electronic Journal of e-Learning, 14(3), pp. 196–222.
Romero-Hall, E. and Vicentini, C. (2017) ‘Examining distance learners in hybrid synchronous instruction: Successes and challenges’, Online Learning Journal, 21(4), pp. 141–157. doi: 10.24059/olj.v21i4.1258.
Sife, A. S., Lwoga, E. T. and Sanga, C. (2007) ‘New technologies for teaching and learning: Challenges for higher learning institutions in developing countries’, International Journal of Education and Development using Information and Communication Technology (IJEDICT), 3(2), pp. 57–67. doi: 10.1109/MEMB.1985.5006222.
Sujarwo, S., Ridwan, S. S. R. and Siradjuddin, S. (2020) ‘An Analysis of University Students ’ Perspective on Online Learning in the Midst of Covid-19 Pandemic’, 53(June), pp. 125–137.
Sumarsono, A. and Anisah (2019) ‘Audio Visual Media as An Effective Solution for Motor Learning’, Jurnal Pendidikan Jasmani dan Olahraga, 4(1), pp. 103–110. Available at: http://ejournal.upi.edu/index.php/penjas/index.
Szeto, E. (2014) ‘A Comparison of Online/Face-to-face Students’ and Instructor’s Experiences: Examining Blended Synchronous Learning Effects’, Procedia - Social and Behavioral Sciences, 116, pp. 4250–4254. doi: 10.1016/j.sbspro.2014.01.926.
Wang, M. (2007) ‘Designing online courses that effectively engage learners from diverse cultural backgrounds’, British Journal of Educational Technology, 38(2), pp. 294–311. doi: 10.1111/j.1467-8535.2006.00626.x.
Wang, Q., Huang, C. and Quek, C. L. (2018) ‘Students’ perspectives on the design and implementation of a blended synchronous learning environment’, Australasian Journal of Educational Technology, 34(1), pp. 1–13. doi: 10.14742/ajet.3404.
Wang, Q., Quek, C. L. and Hu, X. (2017) ‘Designing and improving a blended synchronous learning environment: An educational design research’, International Review of Research in Open and Distance Learning, 18(3), pp. 99–118. doi: 10.19173/irrodl.v18i3.3034.
Zydney, J. M., Warner, Z. and Angelone, L. (2020) ‘Learning through experience: Using design based research to redesign protocols for blended synchronous learning environments’, Computers and Education, 143(August 2019), p. 103678. doi: 10.1016/j.compedu.2019.103678.
DOI: https://doi.org/10.17509/tegar.v5i1.38893
Refbacks
- There are currently no refbacks.
Copyright (c) 2021 TEGAR: Journal of Teaching Physical Education in Elementary School
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
This journal provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.