THE LECTURERS’ PERCEPTION OF THE IMPLEMENTATION OF ICT FOR CONDUCTING ONLINE LEARNING DURING COVID-19 PANDEMIC
DOI:
https://doi.org/10.32520/eji.v6i2.1945Keywords:
covid-19 pandemic, information and communication technology, lecturers’ perception, onine learningAbstract
During the Covid-19 pandemic, integrating information and communication technology (ICT) in the education sector is inevitable. The use of technology was expected to replace face-to-face instruction with online learning. However, not all educators were ready to use ICT for their instruction. Thus, this study aimed to find out the lecturers' perception towards the implementation of online learning and the problems they faced during the Covid-19 pandemic. The subjects of the research were the lecturers at STKIP Agama Hindu Singaraja. There were 40 lecturers involved in this study. They were selected using the saturated sampling technique. The researcher collected the data through a questionnaire. The questionnaire results were analyzed quantitatively using descriptive statistics. Then, the total score of the questionnaire result was classified using a category based on the theoretical ideal reference assessment formula. The finding showed that, in general, the lecturers had a positive perception of the use of ICT for online learning during the Covid-19. Besides, this study also found some problems faced by the lecturers in implementing online learning. Thus, this study concluded that the lecturers believed that using ICT for online learning was the best option they had during the Covid-19 pandemic, even though they should face various challenges in delivering the instruction through online learning.
References
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Dwiono, R., Rochsantiningsih, D., & Suparno, S. (2018). The Teacher ’ s Problems on Integrating Information and Communication Technology ( ICT ) in the English Language Teaching. International Summit on Science Technology and Humanity, 1(Iseth), 1–8.
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Ekuobase, G. O., & Olutayo, V. A. (2016). Study of Information and Communication Technology (ICT) maturity and value: The relationship. Egyptian Informatics Journal, 17(3), 239–249. https://doi.org/https://doi.org/10.1016/j.eij.2015.12.001
Ghavifekr, S., Kunjappan, T., Ramasamy, L., Anthony, A., & My, E. (2006). Teaching and Learning with ICT Tools: Issues and Challenges from Teachers’ Perceptions. 4(2), 38–57.
Gómez-Fernández, N., & Mediavilla, M. (2021). Exploring the relationship between Information and Communication Technologies (ICT) and academic performance: A multilevel analysis for Spain. Socio-Economic Planning Sciences, 101009. https://doi.org/https://doi.org/10.1016/j.seps.2021.101009
Gómez-García, M., Hossein-Mohand, H., Trujillo-Torres, J. M., & Hossein-Mohand, H. (2020). The training and use of ICT in teaching perceptions of melilla's (Spain) mathematics teachers. Mathematics, 8(10). https://doi.org/10.3390/MATH8101641
Hossain, M. (2021). Unequal experience of COVID-induced remote schooling in four developing countries. International Journal of Educational Development, 85, 102446. https://doi.org/https://doi.org/10.1016/j.ijedudev.2021.102446
Hu, B., Noman, S. M., Irshad, M., Awais, M., Tang, X., Farooq, U., & Song, C. (2021). A pilot study of Global ICT strategy applications in sustainable continuing education. Procedia Computer Science, 183, 849–855. https://doi.org/10.1016/j.procs.2021.03.009
Jokhan, A., Chand, A. A., Singh, V., & Mamun, K. A. (2022). Increased Digital Resource Consumption in Higher Educational Institutions and the Artificial Intelligence Role in Informing Decisions Related to Student Performance. Sustainability, 14(4), 2377. https://doi.org/10.3390/su14042377
Joseph, J. (2012). The Barriers of using Education Technology for Optimizing the Educational Experience of Learners. Procedia - Social and Behavioral Sciences, 64, 427–436. https://doi.org/10.1016/j.sbspro.2012.11.051
Kalmar, E., Aarts, T., Bosman, E., Ford, C., de Kluijver, L., Beets, J., Veldkamp, L., Timmers, P., Besseling, D., Koopman, J., Fan, C., Berrevoets, E., Trotsenburg, M., Maton, L., van Remundt, J., Sari, E., Omar, L.-W., Beinema, E., Winkel, R., & van der Sanden, M. (2022). The COVID-19 paradox of online collaborative education: when you cannot physically meet, you need more social interactions. Heliyon, 8(1), e08823. https://doi.org/https://doi.org/10.1016/j.heliyon.2022.e08823
Kang, D., Stough, L. M., Yoon, M., & Liew, J. (2021). The structural association between teacher-student relationships and school engagement: Types and informants. International Journal of Educational Research Open, 2, 100072. https://doi.org/https://doi.org/10.1016/j.ijedro.2021.100072
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Kozlova, D., & Pikhart, M. (2021). The Use of ICT in Higher Education from the Perspective of the University Students. Procedia Computer Science, 192, 2309–2317. https://doi.org/https://doi.org/10.1016/j.procs.2021.08.221
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Published
2022-07-05
How to Cite
Irawan, A. G., & Gunawan, K. D. H. . (2022). THE LECTURERS’ PERCEPTION OF THE IMPLEMENTATION OF ICT FOR CONDUCTING ONLINE LEARNING DURING COVID-19 PANDEMIC. EJI (English Journal of Indragiri) : Studies in Education, Literature, and Linguistics, 6(2), 143–162. https://doi.org/10.32520/eji.v6i2.1945
