Vol. 2 No. 6, 2022
Analysis of the Blended Learning Perceived by the Lecturers in Post-Pandemic Era at Universitas Islam Makassar
Analisis Blended Learning pada Persepsi Dosen di Era Pasca Pandemi di Universitas Islam Makassar
Elsah Agsari*, Muh. Basri Wello, Kisman Salija Post-graduate Program Department of English Education, State University of Makassar, Indonesia
Penulis Koresponden: [email protected]
ABSTRACT
Blended learning is the integration of online and offline learning in the classroom. The study was about blended learning and its implementation in the classroom, as well as lecturers' perceptions of blended learning in English learning situations. The framework for this study was a qualitative descriptive method. The research subjects were English literature lecturers at Universitas Islam Makassar. The data for this study were gathered through observation, self-report, and interviews. The findings of this study revealed that lecturers had a generally positive perception. The lecturers reported that blended learning would increase their interest in teaching English and help them improve their teaching methods. It could be related to the mobility and accessibility that a blended learning environment provides. It was also very exciting to see how students were somewhat optimistic about how blended learning would help them to improve their performance. Students would have more time to collaborate with their lecturers in both online and offline classes. Students felt more at ease and eager to share their thoughts. Blended learning provided some variation in how to teach and learn for both lecturers and students. The representative approach to education revealed several challenges for educational institutions as well as students. These difficulties can include student movement and the waste of time spent learning.
Key words : Blended learning; lecturers’ perception, students’ impact, mobility
ABSTRAK
Blended learning merupakan integrasi pembelajaran daring dan luring di dalam kelas. Penelitian ini tentang blended learning dan implementasinya di dalam kelas, serta persepsi dosen terhadap blended learning dalam situasi pembelajaran bahasa Inggris.
Kerangka penelitian ini adalah metode deskriptif kualitatif. Subjek penelitian adalah dosen sastra Inggris di Universitas Islam Makassar. Data penelitian ini dikumpulkan melalui observasi, self-report, dan wawancara. Temuan penelitian ini mengungkapkan bahwa dosen memiliki persepsi yang umumnya positif. Para dosen melaporkan bahwa pembelajaran campuran akan meningkatkan minat mereka dalam mengajar bahasa Inggris dan membantu mereka meningkatkan metode pengajaran mereka. Ini bisa terkait dengan mobilitas dan aksesibilitas yang disediakan oleh lingkungan pembelajaran campuran. Juga sangat menarik untuk melihat bagaimana siswa optimis tentang bagaimana blended learning akan membantu mereka untuk meningkatkan kinerja belajar mereka. Mahasiswa akan memiliki lebih banyak waktu untuk berkolaborasi dengan dosen mereka baik di kelas online maupun offline. Siswa merasa lebih nyaman dan bersemangat untuk berbagi pemikiran mereka. Pembelajaran campuran memberikan beberapa variasi dalam cara mengajar dan belajar bagi dosen dan mahasiswa. Pendekatan representatif terhadap pendidikan mengungkapkan beberapa tantangan bagi lembaga pendidikan serta siswa. Kesulitan-kesulitan ini dapat mencakup pergerakan siswa dan pemborosan waktu yang dihabiskan untuk belajar.
Kata Kunci:: Pembelajaran campuran; persepsi dosen, dampak mahasiswa, mobilitas
1. INTRODUCTION
Learning and teaching English as a foreign language in general, and English in particular, has changed dramatically in recent years. The advancement of information and communication technology in the Industrial 4.0 era has had a significant impact on the teaching and learning process; it can now be accepted as a medium for performing educational activities (Shahroom and Hussin, 2018).
Due to the huge outbreak of COVID-19, many educational institutions around the world have been forced to close, and teachers and students are now expected to teach and learn online on a worldwide scale. The government of Indonesia intends for technology-based distance education to become a permanent learning system.
Online learning experiences are combined with face-to- face or virtual learning in traditional classroom settings to create a blended learning environment. Garrison and Kanuka (2004) assert that blended learning can promote critical and reflective thinking by giving students more control over their education.
Perception is something within inner of someone which is being experienced by someone. May (2007) defines perception as something you experience and understand in his book sensation and perception in psychological terms. It is because people's beliefs, values, attitudes, needs, and interests have much impact on how they perceive the outside world.
Lecturers must be more prepared with this continuing changes. For instance, in teaching pronunciation the lecture needs to prepare for curriculum, learning activities, as well as the proper media to use in the learning activities. It has started during the COVID-19 until now where PTMT (Pertemuan Tatap Muka Terbatas) has been carried out in the last month of this semester (the 3rd semester) at the faculty of English literature. Since the PTMT is still ongoing, both online and offline learning have been used for teaching and learning activities. The persistence of English language instruction, which calls for daily language orientation, is undoubtedly impacted by this. Without a doubt the role of a lecturers is now shifted and limited between him and the students. The issue of English language learning can be resolved by structuring an efficient learning process using the appropriate platform. An institution must offer both online and offline learning
opportunities; in this case, offline classes were offered three times each week. Lecturers, students, and other educational tools that regularly engage in face-to-face interactions must now become conversant with online learning.
In the present world, blended learning is unavoidable and must be used in instances where face-to-face interaction is impractical. Because the learning material has been created such that it is simple for students to understand, learning occurs more meaningfully with the blended learning paradigm. The lecturers can combine in-person instruction with online and computer-mediated activities.
As a result, the researcher made the decision to carry out this study since there were numerous issues regarding both positive and negative perceptions of the implementation of blended learning. Students' lack of knowledge and skills for autonomous study and their issues utilizing computer and internet resources are the main student-related obstacles to the implementation of blended learning. The researcher suggests "Analysis of the Blended Learning Perceived by the Lecturers in Post-pandemic era at the Faculty of Literature and Humaniora Universitas Islam Makassar" as the title of this research based on the considerations.
2. LITERATURE REVIEW
2.1. Definition of Blended Learning
Both in higher education and in businesses, the phrase
"blended learning" is still quite new. When it comes to teaching English as a second language, blended learning refers to a course that combines a face-to-face classroom component with effective technological utilization. The phrase "technology" refers to a broad spectrum of contemporary technology, including interactive whiteboards, CD-ROMs, and the internet. It also includes the use of computer-based communication tools like chat and email, as well as several settings that allow instructors to enhance their courses, like virtual learning environments (Sharma &
Barrett, 2008).
Martyn (2003) reports the hybrid learning model gained increasing acceptance under the banner of
"Blended Learning" that emphasizes interaction in the learning process. Face-to-face components only occur twice at the beginning and the end of the lecture. This
model is concluded to be successful, especially for students who have been working, so need to adjust the study time and work time.
2.2. Characteristics of Blended learning
As a teaching strategy, blended learning must meet several standards. E-learning, according to Rosenberg (2001), is a network that enables learning and information to be distributed and shared and to be fixed rapidly, kept, or resurfaced. Face-to-face interaction, self-learning, application, tutorials, collaboration, and evaluation are the six components that must be present for blended learning to work.
1) Face to face
Before the invention of print, audiovisual, and computer technology, face-to-face learning took place with teachers serving as the primary learning resource.
2) Independent Learning
Although these sources are not just restricted to learning resources controlled by teachers or libraries of educational institutions, there will be many learning resources that students must access in blended learning-based learning. however educational resources in libraries worldwide.
3) Applications
Problem-based learning can be used to apply learning in blended environments. The students will describe problems proactively, search for numerous potential solutions, and trace the ideas, rules, and steps required to address these issues.
4) Tutorial
A teacher will serve as the tutor guide in the tutorial for the students who actively communicate the issues they are having. Although the use of technology might boost student engagement in their studies, the teacher's function as a tutor is still necessary.
5) Cooperation
An essential component of learning via Blended Learning must be collaboration skills. Of course, this differs from traditional face-to-face instruction, in which all students receive instruction from the same teacher in the same class. Students work independently and together in blended learning, in contrast.
6) Evaluation
Evaluation of learning based on blended learning will undoubtedly differ greatly from evaluation of learning conducted in person. The assessment of
student learning performance evaluation based on the portfolio must be used to base the evaluation on the procedure and outcomes. Similar to this, the assessment must include not only the teaching authority but also student self-assessment and assessors of other students.
2.3. Definition of Perception
Many contend that students' conduct in the classroom are influenced by how teachers are seen. Perception is
"the process by which humans extract meaningful information from physical stimuli," according to Sainn and Ugwuegbu (1980). It can be concluded that it is something within inner of someone which is being experienced by someone. This difference in perception can traced to the presence of individual differences, personality, attitude and motivation. It could be challenging for teachers to include critical thinking concepts into their lessons.
It is well known that organizing a variety of ideas into a broad image of the form means. It is the entire experience, regardless of viewpoint. May (2007) defines perception as something you experience and understand in his book sensation and perception in psychological terms. It can be concluded that it is something within inner of someone which is being experienced by someone. Perceptions of individuals or groups can be different from the perceptions of others even if the situation is the same. There is a distinction between how teachers view their roles as information providers and learning intermediaries for students.
Teachers may be more interested in teaching students the skills they need to study efficiently, but students may be more curious about how their teachers grade their work.
2.4. Factors in the Perceiver
Selection, structuring, and interpretation of environmental inputs are all part of perception. The perceiver's characteristics that influence perception include:
1) Attitudes
What we pay attention to, what we remember, and how we perceive information are all strongly influenced by our attitudes. Different perspectives result in various interpretations.
2) Motives
People are stimulated by motives. It is an unmet need. They have a significant impact on perception.
People who are hungry, for instance, frequently perceive visions of food.
3) Emotions
The emotional condition of a person has a significant impact on perception. Anger and frustration cloud judgment.
4) Interests
Individuals have a wide range of interests. The direction of attention is influenced by interest.
Individual differences in interests lead to diverse views.
5) Experiences
Individuals have a wide range of interests. The direction of attention is influenced by interest.
Individual differences in interests lead to diverse views.
6) Expectations
When people expect something, they see it.
2.5. Definition of Impact
Impact is the result of two objects colliding violently. It is a measure of the tangible and intangible impacts (consequences) of one thing or entity's action or influence upon another. Impact, according to Merriam (2018), is the power of an impression on a large or major consequence. Impacts are good or bad changes brought about by a development intervention, whether they are direct or indirect, intentional, or unintentional, in the context of its environment, as it interacts with the various factors affecting development change
3. RESEARCH METHOD
For this study, a qualitative descriptive methodology served as the framework. According to Yin (2011), qualitative research is distinct from quantitative research since it may accurately reflect the opinions and viewpoints of study participants. One of the main goals of this qualitative investigation may be to capture the lecturers' perspectives. The coding approach was used to examine the self-report data as well as the interview transcripts. The act of giving codes or labels after carefully evaluating the unprocessed qualitative data in the form of words, phrases, sentences, or paragraphs is known as "coding."
When lecturers used blended learning to teach and learn English, the researcher observed them and noted their learning technique. Data require for this research was collected by the researcher through observation, self-report, and interview. Next the researcher used
writing paper that prepared for the subjects to write the lecturer's perception and then interviewed them with open ended questions.
Data reduction is a type of analysis that classifies, organizes, and directs data to reduce data verification.
gathering information via interviews, self-reports, and observation. Open coding and focused coding are the two stages of data coding.
3.1. Open Coding
According to Atmowardoyo (2008) open coding is the part of analysis which is specifically including naming.
and categorizing the data carefully. The researcher can also review the data at this stage by reading the lecturers' perceptions in the form of self-reports, which are supported by the line-by-line transcription of the interview and labeling and categorizing distinct data pieces. Here the data has “swept” and mark through circling or highlighting sections then select as code or labels.
3.2. Focused Coding
Focused coding is the second most important phrase in coding, according to Glaster in Charmaz (2006). When compared to word-by-word, line-by-line, and incident- by-incident coding, these codes are more focused, selective, and conceptual. Focused coding refers to sorting through massive volumes of data using the most important and/or frequent earlier codes. Focused coding necessitates consideration of which initial or open codes will best categorize the data analytically and comprehensively.
4. FINDINGS AND DISCUSSION
4.1. Findings
4.1.1. Blended Learning Implementation
The results provide an explanation of how blended learning was included into the English teaching and learning process at the Universitas Islam Makassar faculty of Literature and Humanity. Conclusion:
Flipped classrooms enable lecturers and students to debate content that was covered in face-to-face instruction on an online platform. Blended learning was established as a learning model by mixing in- person learning in the classroom with online or remote learning. To stay in touch during the teaching and learning process, the lecturers and students used several online platforms and sources, including WhatsApp, Zoom, and YouTube. In addition to using
speakers and LCD/Projectors, they were also engaging in face-to-face teaching and learning activities.
4.1.2. Perceptions of Lecturers Regarding the Implementation of Blended Learning
In the lecturers’ perception on Blended learning, it can be concluded that Blended learning was one of the solutions that is widely used during the COVID-19 pandemic at the faculty of literature and humanity Universitas Islam Makassar. In the beginning, learning was carried out only online, but after the pandemic subsided (post-pandemic era), blended learning was gradually carried out. The lecturers also had precisely appropriate Designing flipped classroom, so some value could be supplied by preparing all the material required outside of class and debating it in the face-to- face learning process. The lecturers had been motived to used Blended learning due too it has some benefits and challenges that can considerably influences their experiences and expectation during the teaching and learning process by using Blended learning. In the end, the lecturers formulated their expectation related to the future of blended learning, they wished would be available in the campus.
4.1.3. The Blended Learning Impact on Students The data revealed that face-to-face interaction is essential for students. Furthermore, the students' reflective evaluations and feedback revealed that blended learning was perceived to have improved their learning chances. According to student comments, the supply of blended learning was highly liked and positively regarded by them, and it can have an impact on their learning advancement. Based on observations of some of the conversations that took place between students and lecturers, the researcher concluded that students' participation in online discussions enhanced student learning because the lecturer informed them about the recent topic that they were going to discuss whether in online class or face- to-face class. They told their students to read the material from the book and view the video that they had already shared on the WhatsApp group. Because of the norms adhered to by all participants of group discussions, the lecturers appreciated how blended learning fostered contact with students without a shortage of feedback.
4.2. Discussions
Based on the lecturers' perspectives, class observations, and self-report, this section discusses blended learning
implemented by a lecturer at Universitas Islam Makassar. The researcher was able to comprehend the lecturer's perceptions and link them to a broader understanding of blended learning in English class by employing these strategies. The other findings were about the practice of blending learning, which was divided into three main points, which were previously described as the design of a blended classroom, the model of blended teaching applied, and the tools utilized in teaching. The lecturers made the decision to combine face-to-face and online learning in the post- pandemic age. A critical phase in the course design process is determining the right activities for course content.
Mostly, the lecturer created his flipped classroom using equipment such as a laptop and an LCD. The lecturer prefers to utilize Zoom and WhatsApp Messenger in the same way to submit assignments, have class discussions, and arrange quizzes. Next, the limitations of networks were the first and most noticeable problem found there. The college building did not have an internet hotspot. This required the instructor to prepare classroom teaching materials from the internet. The difficulties encountered by both students and lecturers were the difficulties that the lecturer, ironically, should overcome for themselves as an independent practitioner of blended learning.
Finally, for analyzing the positive and negative consequences of blended learning, the following impacts on a blended learning environment in teaching English were derived from the deep analysis in the form of a self-report and an interview. We employed a student-centered approach in a blended learning paradigm, where students take an equal active role in the learning process. Because blended learning combined face-to-face and online learning, students were confident in their abilities to learn English.
Baker (2010) Stop mixed learning can help learners improve their self-discipline and motivation by encouraging creativity and simplifying the learning environment. Other features of blended learning include online and conventional learning settings, technology, and media for delivering learning information, various teaching and learning methods (both online and traditional), group and individual learning activities, and synchronous and asynchronous interactions. Because this learning is a hybrid of two systems, students may struggle to understand the teacher's instructions, especially if the teacher does not
replay or respond to the students' inquiries via e- learning or email.
5. CONCLUSION
Blended learning was fully implemented by the lecturers considered from some indicators that strengthen it. These indicators include well-prepared material, well-organized class of BL and well-planned lessons. The use of software like WhatsApp, zoom and websites to support teaching and learning process inside and outside the class. It revealed some findings related to the practice of blended learning.
Next, the blended-learning model assisted by flip classroom could help to resolve the problems and difficulties in teaching English in the class. Lecturers could facilitate students with a more interactive learning environment. The major concern was related to the connectivity access, the lecturer’s knowledge, and habit in using ICT (Information and Communications Technology) in learning activity, and the English material.
Finally, according to the existing agreement, students can learn anywhere and at any time. The learning environment's context has also been found to be very crucial to students' learning experiences. Based on the students' reactions, it is possible to conclude that including blended learning into the learning process can benefit the students.
REFERENCES
Atmowardoyo. (2018). Research methods in TEFL studies: descriptive research, case study, error analysis, and R&D. Journal of Language Teaching and Research, v. 9, n. 1, pp. 197-204, 2018.
Baker, C. (2010). The impact of instructor immediacy and presence for online student affective learning, cognition, and motivation. Journal of Educators Online, 7(1), n1.
Charmaz, K. (2006). Constructing grounded theory: A practical guide through qualitative analysis.
sage.
Garrison, D.R., & Kanuka, H. (2004). Blended Learning:
UNCOVERING its Transformative Potential in Higher Education. Internet and Higher Education, F(2). 95-105.
Martyn, M. 2003. The hybrid online model: Good practice. Educause Quarterly, Number 1: 18–23.
May, M., & Chudler, E. H. (2007). Sensation and perception. New York, NY: Chelsea House Publications.
Merriam, S. B. (2018). Nitel Araştırma, Çev. Selahattin Turan, 3.
Rosenberg, Marc. J. (2001). E-learning: Strategies for building online learning in the digital age. New York: McGraw-Hill.
Sainn, G., & Ugwuegbu, D. C. E. (1980). Education psychology in a changing world. London:
UnwinHyman.
Shahroom, A. A. & N. Hussin.(2018). Industrial revolution 4.0 and education. International Journal of Academic Research in Business and Social Sciences 8(9):314-319.
Sharma, P., & Barrett, B. (2008). Blended Learning:
Using Technology in and beyond the Language Classroom. Educational Technology & Society, Macmillan books for teachers. //(3). 289-291.
Macmillan. Retrieved from
https://books.google.co.id books?id-E WZJGOAACAAJ
Yin, K. R. (2011). Qualitative Research from Start to Finish. New York London: The Guilford Press
