Learning Loss in ELT: Impact of Google Classroom for the Secondary School Students During Pandemic

Teguh Budiharso; Bulent Tarman; Imroatus Solikhah

doi:10.21093/ijeltal.v6i2.1433

Learning Loss in ELT: Impact of Google Classroom for the Secondary School Students During Pandemic

Teguh Budiharso, Bulent Tarman, Imroatus Solikhah

Abstract

This research explores the impact of implementing google classroom on online learning for secondary school students in learning English during the pandemic outbreak. This research used cyber ethnography and content analysis. Three schools, 12 English teachers and 15 students were involved in this study. Checklist and interview were used to collect data. Cyber ethnography analysis was used for data analysis. Results show that google classroom activities are restricted to apply g-meet as a consequence of limited infrastructure and internet access. Google classroom practices are perceived unsatisfied by teacher and students, making the teaching quality is low. Barriers in the application of google classroom are indicated by hardware barriers, software barriers, school barriers, electronic and IT barriers. The learning loss occurs in four different concerns: seasonal breaks, absence from school, covid-19 outbreak, low quality of teaching, and school service. This study has its novelty because it involves learning loss theory and implements cyber ethnography methods.

Keywords

google classroom, online learning, pandemic, covid-19, learning loss

Full Text:

Download PDF

References

Adams-Prassl, A., Boneva, T., Golin, M., and Rauh, C. (2020). Inequality in the impact of the coronavirus shock: Evidence from real-time surveys. Journal of Public Economics 189, 104245.

Adarkwah, MA (2020). “I'm not against online teaching, but what about us?”: ICT in Ghana post Covid19. Education and Information Technologies, 2.https://doi.org/10.1007/s10639-020-10331-z

Adawi, R. (2016). E-Learning Based Learning. eprint. Retrieved from http://digilib.unimed.ac.id/541/

Assareh, A., & Bidokht, MH (2011). Barriers to E-teaching and e-learning. Procedia Computer Science, 3, 791-795. https://doi.org/10.1016/j.procs.2010. 12,129

Astini, SNK (2020). Challenges and Opportunities for Utilizing Information Technology in Online Learning during the Covid-19 Period Cetta: Journal of Educational Sciences, 3(2), 241–255.https://doi.org/10.37329/cetta.v3i2.452

Azhar, KA, & Iqbal, N. (2018). Effectiveness of Google Classroom: Teachers' Perceptions. Prizren Social Science Journal, 2(2), 52–66.

Bailey R. D & Lee, R. A. (2020). Learning from Experience in the Midst of COVID-19: Benefits, Challenges, and Strategies. Computer-Assisted Language Electronic Journal, 21(2), 176-196.

Bailey, P. H. (1995). Narrative analysis as a qualitative research method for nursing research. Unpublished manuscript. Available on https://scholar.google.com/scholar_lookup?hl=en&publication_year=1995&author=+Bailey%2C+P.+H.&title=Narrative+analysis+as+a+qualitative+research+methodfor+nursing+research#d=gs_cit&u=%2Fscholar%3Fq%3Dinfo%3A-8rrHbGuu9YJ%3Ascholar.google.com%2F%26output%3Dcite%26scirp%3D0%26hl%3Den

Balanskat, A., Blamire, R., & Kefala, S. (2006). The ICT impact report: A review of studies of ICT on schools in Europe. European Communities: Education and Culture.

Bazimaziki, G. (2020). Challenges in using ICT Gadgets to cope with effects of COVID-19 on Education: A short survey of online teaching Literature in English. Journal of Humanities and Education Development, 2(4), 299–307.https://doi.org/10.22161/jhed.2.4.8

Bentz, V. M., & Shapiro, J. J. (1998). Mindful Inquiry in Social Research. Thousand Oaks, CA: Sage.

Bingimlas, KA (2009). Barriers to the Successful Integration of ICT in Teaching and Learning Environment: A Review of the Literature. Eurasia Journal of Mathematics, Science and Technology Education, 5(3), 235-245. https://doi.org/10.12973/ejmste/75275

Borotis, S., & Poulymenakou, A. (2004). E-Learning Readiness Components: Key Issues to Consider Before Adopting e-Learning Interventions. 1622–1629. Retrieved from https://www.learntechlib.org/primary/p/11555/

Breslow, L., Pritchard, DE, DeBoer, J., Stump, GS, Ho, AD, & Seaton, DT (2013). Studying Learning in the Worldwide Classroom Research into edX's First MOOC. Research & Practice in Assessment, 8, 13–25.

Brooks, S. K., Smith, L. E., Webster, R. K., Weston, D., Woodland, L., Hall, I., and Rubin, G. J. (2020). The impact of unplanned school closure on children’s social contact: rapid evidence review. Eurosurveillance 25.

Byun, S., & Slavin, RE (2020). Educational Responses to the COVID-19 Outbreak in South Korea. SSRN Electronic Journal. https://doi.org/10.2139/ssrn.3652607

Caelli K. (2001). Engaging with Phenomenology: Is it more of a Challenge than it Needs to be? Qualitative Health Research. 11(2):273-281. doi:10.1177/104973201129118993

Caldwell, M. (2020). An Investigation into the Perception of Japanese University Educators on the Use of ICT in an EFL Tertiary Setting. Computer-Assisted Language Learning Electronic Journal, 21(2), 1-16.

Cameron J. (2001). Negative Effects of Reward on Intrinsic Motivation—A Limited Phenomenon: Comment on Deci, Koestner, and Ryan (2001). Review of Educational Research. 2001;71(1):29-42. doi:10.3102/00346543071001029

Coffey, A., & Atkinson, P. (1996). Making sense of qualitative data: Complementary research strategies. Sage Publications, Inc.

Creswell, J.W. (1998). Qualitative Inquiry and Research Design: Choosing among

Five Tradition. London: Sage Publications.

Downey, D. B., Von Hippel, P. T., and Broh, B. A. (2004). Are schools the great equalizer?: Cognitive inequality during the summer months and the school year. American Sociological Review 69, 613–635.

Engzell, P, Frey, A, Verhagen, M. (2021). Learning Loss due to School Closures during COVID-19 Pandemic. PNAS, 118(17), 1-7. DOI: https://doi.org/10.1073/pnas.2022376118

Ertmer, P., A. (1999). Addressing First and Second Order Barriers to Change: Strategies for Technology Integration. ETR&D, 7(4), 47-61.

Ez-zaouia, M., Tabard, A., & Lavoué, E. (2020). EMODASH: A dashboard supporting retrospective awareness of emotions in online learning. International Journal of Human-Computer Studies. https://doi.org/10.1016/j.ijhcs.2020.102411

Fouche, F. (1993). Phenomenological Theory of Human Science. In J. J. Snyman (ed.), Conceptions of Social Inquiry. Human Sciences Research Council. pp. 87--112. Available on https://philpapers.org/s/Fidela%20Fouche

Garrison, D. . (2017). E-learning in the 21st Century: A Community of Inquiry Framework for Research and Practice (3rd edition). Routledge.

Greene, J. C., Caracelli, V. J., & Graham, W. F. (1989). Toward a conceptual framework for mixed-method evaluation designs. Educational Evaluation and Policy Analysis, 11, 255-274.

Groenewald, T. (2004) A Phenomenological Research Design Illustrated. International Journal of Qualitative Methods, 3, 1-26.

Hammi, Z. (2017). Implementation of Google Classroom in Class XI IPA MAN 2 Kudus. Semarang State University Handarini, OI, & Wulandari, SS (2020). Online Learning as a Study From Home (SFH) Effort During the Covid-19 Pandemic. Journal of Office Administration Education (JPAP), 8(3), 496–503.

Hew, KF, & Brush, T. (2007). Integrating Technology Into K-12 Teaching and Learning: Current Knowledge Gaps and Recommendations for Future Research Educational Technology Research and Development, 55, 223-252.

Huang, R., Tlili, A., Chang, TW, Zhang, X., Nascimbeni, F., & Burgos, D. (2020). Disrupted classes, undisrupted learning during COVID-19 outbreak in China: application of open educational practices and resources. Smart Learning Environments, 7(1).https://doi.org/10.1186/s40561-020-00125-8

Hycner, H. Richard. (1985. Some guidelines for the phenomenological analysis of interview data. Human Studies 8 (3):279 - 303 (1985). Doi: 10.1007/BF00142995

Judge, AB. (2016). Effectiveness of Using Elearning Moodle, Google Classroom, and Edmodo. I-statement: information systems and technology management, 2(1): 2442-8337.

King, E., & Boyatt, R. (2015). Exploring factors that influence the adoption of e-learning within higher education. British Journal of Educational Technology, 46(6), 1272–1280. https://doi.org/10.1111/bjet.12195

Lofland, John & Lyn H. Lofland. (1984). Analyzing Social Setting: A Guide To Qualitative Observation and Analysis. Belment California: Wadsworth Publishing Company.

Maldonado, J. E., & De Witte, K. (2020). The effect of school closures on standardized student test outcomes, KU Leuven Department of Economics Discussion Paper DPS20. 17.

McAuley, A., Stewart, B., Siemens, G., & Cormier, D. (2010). The MOOC Model for Digital Practice. University of Prince Edward Island, 64.

Moustakas, C. E. (1994). Phenomenological research methods. Sage Publications, Inc.

Nisbet, Jordan. (2021, July). Should We Be Focusing on Learning Loss or Unfinished Learning?. Available at https://www.prodigygame.com/main-en/blog/learning-loss-unfinished-learning/. Retrieved on 12 November 2021.

Pappano, L. (2012, November 2). Massive Open Online Courses Are Multiplying at a Rapid Pace. The New York Times. Retrieved from https://www.nytimes.com/2012/11/04/education/edlife/massiveopen-online-courses-are-multiplying-at-a-rapid-pace.html

Pelgrum, W., J. (2001). Obstacle to the Integration of ICT in Education: Results from a Worldwide Educational Assessment Computer & Education, 37, 167-178. https://doi.org/10.1016/S0360-1315(01) 00045-8.

Salleh, F. I. M., Ghazali, J. M., Ismail, W. N. H. W., Alias, M., & Rahim, N. S. A. (2020). The impacts of Covid-19 through online learning usage for tertiary education in Malaysia. Journal of Critical Reviews. https://doi.org/10.31838/jcr.07.08.30

Sayekti, R. (2015, December 28). Implementation of E-learning in Higher Education: Answering the Challenges of Technology and Educational Development [Monograph]. Retrieved October 10, 2019, from http://repository.uinsu.ac.id/1916/

Schoepp, K. (2005). Barriers to Technology Integration in a Technology-rich Environment. Learning and Teaching in Higher Education: Gulf Perspectives, 2(1), 1-24.

Scrimshaw, R. (2004). How Can Innovative ICT Practice be Sustained and Extended?. Paper Presented at the Becta Research Conference.

Shereen, M. A., Khan, S., Kazmi, A., Bashir, N., & Siddique, R. (2020). COVID-19 infection: Emergence, transmission, and characteristics of human coronaviruses. Journal of advanced research, 24, 91-98.

Sepulveda-Escobar, P., & Morrison, A. (2020). Online teaching placement during the COVID-19 pandemic in Chile: challenges and opportunities. European Journal of Teacher Education, 43(4), 587–607.https://doi.org/10.1080/02619768.2020.1820981

Simamora, R. M. (2020). The Challenges of Online Learning during the COVID-19 Pandemic: An Essay Analysis of Performing Arts Education Students. Studies in Learning and Teaching, 1(2), 86-103. https://doi.org/10.46627/silet.v1i2.38

Sulistyo, WD, Nafi'ah, U., & Idris, I. (2019). The Development of E-PAS Based on Massive Open Online Courses (MOOC) on Local History Materials. International Journal of Emerging Technologies in Learning (IJET), 14(09), 119–129.

Sumarno, A. (2019). Spada Indonesia. Retrieved October 10, 2019, from Spada Indonesia website: http://spada.ristekdikti.go.id//

Tareen, H., & Haand, M. T. (2020). A Case Study of UiTM Post-Graduate Students’ Perceptions on Online Learning : Benefits & Challenges. International Journal of Advanced Research and Publications, June.

United Nations. (2020). Education during COVID-19 and beyond; UN Policy Briefs: 2020.

Valverde-Berrocoso, J., Garrido-Arroyo, M. del C., Burgos-Videla, C., & Morales-Cevallos, MB (2020). Trends in Educational Research about e-Learning: A Systematic Literature Review (2009–2018). Sustainability, 12(5153), 1–23

Vlachos, J., Hertegard, E., and Svaleryd, H. B. (2021). School closures and SARS- CoV-2: Evidence from Sweden’s partial school closure. Proceedings of the National Academy of Sciences, forthcom.

Weeden, K., & Cornwell, B. (2020). The small-world network of college classes: Implications for epidemic spread on a university campus. Sociological Science, 7(9), 222–241. http://doi.org/10.15195/v7.a9

World Health Organization (WHO). (2020). Coronavirus disease (COVID-19) pandemic. 2020. https://www.who.int/

Witteveen, D., and Velthorst, E. (2020). Economic hardship and mental health complaints during COVID-19. Proceedings of the National Academy of Sciences, 117, 27277–27284.

Yen, E. L. Y., & Mohamad, M. (2020). Utilizing e-learning to assist primary school ESL pupils in learning to spell during COVID-19 pandemic: A literature review. Creative Education, 11(8), 1223-1230.

Zhang, Y & Wildemuth, B. M. (2009). Qualitative Analysis of Content, In: B. M. Wildemuth, Ed., Applications of Social Research Methods to Questions in Information and Library Science, Libraries Unlimited, 2009. pp. 1-12.

Zhang, Yan & Wildemuth, Barbara. (2016). Qualitative Analysis of Content. Available online at:

https://www.semanticscholar.org/paper/Qualitative-Analysis-of-Content-by-Zhang-Wildemuth/b269343ab82ba8b7a343b893815a0bae6472fcca. Retrieved on 2 August 2020.

Zulham, M. (2013). The Digital Gap Among Middle School Teachers (Descriptive Study of the Information Technology Accessibility and Capability Gap among Middle School Teachers in Krian District). Retrieved from http://lib.unair.ac.id

DOI: http://dx.doi.org/10.21093/ijeltal.v6i2.1433

Refbacks

There are currently no refbacks.

IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) by http://ijeltal.org is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.