Students perspectives on switching from online to face-to-face learning environments after the COVID-19 pandemic
DOI:
10.29303/jpm.v18i2.4809Published:
2023-03-30Issue:
Vol. 18 No. 2 (2023): March 2023Keywords:
Face-To-Face Learning, Online Learning, Students’ PerspectivesArticles
Downloads
How to Cite
Downloads
Metrics
Abstract
After around two years of having online learning, students in the universities have to come back to face-to-face learning mode as it was before the pandemic. This setting also applied to the biology education study program of Universitas Sulawesi Barat. The current study investigated the students’ perspective on changing online to face-to-face learning after COVID-19. It is a qualitative descriptive study with nine students as respondents from the classes of 2019, 2020, and 2021. The instrument used was an interview guide consisting of indicators regarding online teaching and learning features, assessment, and interactions that students needed to experience in face-to-face settings but would like to. In addition, students' perceptions of the advantages and disadvantages of the shift from online to offline learning were also assessed. The data analysis was performed in three stages: data reduction, data display, and drawing a conclusion or data verification. The result showed that several things they would like to have as it was during online learning were (1) have electronic materials, online-games-based learning, and more time to complete the assignments, (2) get various types of assessments including via online platforms (3) to have online applications or media to discuss learning materials and submit assignments. (4) In addition, for the advantages, the practicums could be conducted in laboratories, they felt more concentrated during offline classes, and became more confident to apply IT skills during offline settings, while the disadvantages were feeling anxious and fear to interacting during offline class and trouble to listen to lecturers’ class while having masks. Overall, students feel face-to-face learning is way more effective and efficient but suggested blended learning as an interesting mode in the learning and teaching implementation.
References
Cengiz, B., Sayılır, M. Ü., Zengin, N. Y., Küçük, Ö. N., & Soylu, A. R. (2022). Does the COVID-19 vaccination rate change according to the education and income: A study on vaccination rates in cities of Turkey between 2021-September and 2022-February. Vaccines, 10(11), 1933.
Mardini, G. H., & Mah'd, O. A. (2022). Distance learning as emergency remote teaching vs. traditional learning for accounting students during the COVID-19 pandemic: Cross-country evidence. Journal of Accounting Education, 61, 100814.
Lv, X., Ma, J., Brinthaupt, T. M., Zhao, S., & Ren, X. (2022). Impacts of university lockdown during the coronavirus pandemic on college students’ academic achievement and Critical Thinking: A Longitudinal Study. Frontiers in Psychology, 13.
Mali, D., & Lim, H. (2021). How do students perceive face-to-face/blended learning as a result of the COVID-19 pandemic? The International Journal of Management Education, 19(3), 100552.
Almanar, M. A., Ariyana, & Heeji, C. (2020). The shifting of face-to-face learning to distance learning during pandemic covid-19 . Globish: An English-Indonesian Journal for English, Education, and Culture, 9(2), 113–119.
Vijayan, R. (2021). Teaching and learning during the COVID-19 pandemic: A topic modeling study. Education Sciences, 11(7), 347.
Dayagbil, F. T., Palompon, D. R., Garcia, L. L., & Olvido, M. M. (2021). Teaching and learning continuity amid and beyond the pandemic. Frontiers in Education, 6.
Pat-Horenczyk, R., Schiff, M., Arënliu, A., Zasiekina, L., Kagialis, A., Ferreira, N., Nesterko, Y., Glaesmer, H., Fernández-Alcántara, M., & Benbenishty, R. (2022). Challenges faced by university students during the COVID-19: An international study in five countries during the early phase of the pandemic. International journal of psychology : Journal international de psychologie, 57(5), 547–558.
Ladyanna, S., & Aslinda. (2021). Problems and challenges of online lectures in Indonesia during the pandemic COVID-19. Advances in Social Science, Education and Humanities Research, 506, 78–82.
Mukhtar, K., Javed, K., Arooj, M., & Sethi, A. (2020). Advantages, Limitations and Recommendations for online learning during COVID-19 pandemic era. Pakistan journal of medical sciences, 36(COVID19-S4), S27–S31.
Wahid, M. dan Hidayah, N. (2022). Analisis Keterlaksanaan Praktikum Mata Kuliah Fisiologi Hewan Prodi Pendidikan Biologi Pada Masa Persiapan Era Transisi Pandemi ke Endemi Covid-19, Jurnal Celebes Biodiversitas, 5(2), 17-24.
Harumi, D. S., & Pambudi, D. I. (2022). Implementation of face-to-face learning after the COVID-19 pandemic. International Journal of Learning Reformation in Elementary Education, 1(01), 12–20.
Stoian, Claudia E., Marcela A. Fărcașiu, Gabriel-Mugurel Dragomir, and Vasile Gherheș. (2022). "Transition from Online to Face-to-Face Education after COVID-19: The Benefits of Online Education from Students’ Perspective" Sustainability 14, no. 19: 12812.
Miles, M.B, Huberman, A.M, & Saldana, J. (2014). Qualitative Data Analysis, A Methods Sourcebook, Edition 3. USA: Sage Publications. Translation, Tjetjep Rohindi Rohidi, UI-Press.
Pan, L., Tlili, A., Li, J., Jiang, F., Shi, G., Yu, H., & Yang, J. (2021). How to implement game-based learning in a smart classroom? A model based on a systematic literature review and Delphi Method. Frontiers in Psychology, 12.
Montenegro-Rueda, M., Luque-de la Rosa, A., Sarasola Sánchez-Serrano, J. L., & Fernández-Cerero, J. (2021). Assessment in Higher Education during the COVID-19 Pandemic: A Systematic Review. Sustainability, 13(19), 10509.
Mariadi, M., Mirizon, S., & Sitinjak, M. D. (2022). The challenges of online assessment amidst covid-19 pandemic disruption: The voice of EFL lecturers. Englisia: Journal of Language, Education, and Humanities, 10(1), 107-126.
Maya, M., Anjana, V. M., & Mini, G. K. (2022). University students' perceptions of shifting between online and offline learning: lessons from Kerala, India. Asian Association of Open Universities Journal, (ahead-of-print).
Prasetya, I. E., Yusuf, M., & Buhungo, T. J. (2022). Description of students learning motivation towards the use of phet simulation in physics online learning in terms of self-efficacy and anxiety levels. Jurnal Pijar Mipa, 17(1), 23-28.
Mahyoob, M. (2021). Online learning effectiveness during the COVID-19 pandemic: A case study of Saudi universities. International Journal of Information and Communication Technology Education (IJICTE), 17(4), 1-14.
Sulung, M. H., & Erman, E. (2022). Science teachers innovation in overcoming learning challenges during Pandemic Covid-19: A Reflection. Jurnal Pijar Mipa, 17(5), 560-568.
Makhrus, M., Rokhmat, J., Kosim, K., & Harjono, A. (2022). Development of learning media and online test based smartphone android in physics learning on work and energy topic. Jurnal Pijar Mipa, 17(3), 420-423.
Trinidad, J. E. (2020). Understanding student-centred learning in higher education: students’ and teachers’ perceptions, challenges, and cognitive gaps. Journal of Further and Higher Education, 44(8), 1013-1023.
Author Biographies
Masyitha Wahid, Biology Education Study Program, Faculty of Teacher Training and Education, Universitas Sulawesi Barat
Firdaus Firdaus, Biology Education Study Program, Faculty of Teacher Training and Education, Universitas Sulawesi Barat
Nur Amaliah, Biology Education Study Program, Faculty of Teacher Training and Education, Universitas Sulawesi Barat
Ariandi Ariandi, Biology Education Study Program, Faculty of Teacher Training and Education, Universitas Sulawesi Barat
Firman Firman, Biology Education Study Program, Faculty of Teacher Training and Education, Universitas Sulawesi Barat
M. Irfan , Biology Education Study Program, Faculty of Teacher Training and Education, Universitas Sulawesi Barat
Arlinda Puspita Sari, Biology Education Study Program, Faculty of Teacher Training and Education, Universitas Sulawesi Barat
Muhammad Rizaldi Trias Jaya Putra Nurdin , Biology Education Study Program, Faculty of Teacher Training and Education, Universitas Sulawesi Barat
License
Copyright (c) 2023 Masyitha Wahid, Firdaus Firdaus, Nur Amaliah, Ariandi Ariandi, Firman Firman, M. Irfan , Arlinda Puspita Sari, Muhammad Rizaldi Trias Jaya Putra Nurdin
This work is licensed under a Creative Commons Attribution 4.0 International License.
The following terms apply to authors who publish in this journal:
1. Authors retain copyright and grant the journal first publication rights, with the work simultaneously licensed under a Creative Commons Attribution License 4.0 International License (CC-BY License) that allows others to share the work with an acknowledgment of the work's authorship and first publication in this journal.
2. Authors may enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., posting it to an institutional repository or publishing it in a book), acknowledging its initial publication in this journal.
3. Before and during the submission process, authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website), as this can lead to productive exchanges as well as earlier and greater citation of published work (See The Effect of Open Access).
