EFL Students’ Perception of Interaction in Online Learning Practices
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Keywords:
students' perception, interaction, online learning
Abstract
This research investigates the English Foreign Language (EFL) lecturers' and students' perceptions of learning interactions when teaching-learning was conducted online during the pandemic of covid-19. The interaction concerned in this study included students-student interaction, student-lecturer interaction, and student-content interaction. Purposive sampling is used to determine the respondents of this study. The data were collected from 106 university students of non-English education majors through a questionnaire in one of the universities in Semarang. Additionally, an interview is used to get in-depth information on the students' perceptions. This study is a case study using a qualitative approach supported by a quantitative approach. The result shows that students tend to perceive student-student and student-lecturer interaction positively. However, they perceive student-content interaction quite negatively.
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References
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Duart, J. M., Castaño-Muñoz, J., & Sancho-Vinuesa, T. (2013). Online Interaction in Higher Education: Is There Evidence of Diminishing Returns?. The International Review of Research in Open and Distance Learning, 4(5). 240-257. DOI:10.19173/irrodl.v14i5.1336
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Flores, M, A., & Gago, M. (2020). Teacher education in times of COVID-19 pandemic in Portugal: national, institutional and pedagogical responses. Journal of Education for Teaching: International Research and Pedagogy, 46(1), 1-10. http://dx.doi.org/10.1080/02607476.2020.1799709
Kang, M., & Imt, T. (2013). Factors of learner–instructor interaction that predict perceived learning outcomes in online learning environment. Journal of Computer Assisted Learning, 29(3), 292–301. doi: 10.1111/jcal.12005.
Keaton, W. & Gilbert, A. (2020). Successful Online Learning: What Does Learner Interaction with Peers, Instructors and Parents Look Like?. Journal of Online Learning Research, 6(2), 129-154.
Kuo, Y, C. (2014). Accelerated Online Learning: Perceptions of Interaction and Learning Outcomes Among African American Students. American Journal of Distance Education, 28(4), 241-252. DOI: 10.1080/08923647.2014.959334
Lin, C.-H., Zheng, B., & Zhang, Y. (2017). Interactions and learning outcomes in online language courses. British Journal of Educational Technology, 48(3), 730–748. DOI:10.1111/bjet.12457
Lynch, M. (2020). E-Learning during a global pandemic. Asian Journal of Distant Education, 15(1), 189-195. https://doi.org/10.5281/zenodo.3881785.
Moore, M. (1989). Three types of interaction. The American Journal of Distance Education, 3(2) 1-6.
Moorhouse, B. L. (2020). Adaptations to a face-to-face initial teacher education course ‘forced’ online due to the COVID-19 pandemic. Journal of Education for Teaching, 46(4), 1-3. https://doi.org/10.1080/02607476.2020.1755205.
Munoz, J.C., Vinuesa, T.S., & Duart, J.M. (2013).Online Interaction in Higher Education: Is There Evidence of Diminishing Returns?. The International Review of Research in Open and Distance Learning, 14(5). 240-257.
Musonef, M., Wasino, W., & Priyanto, A.S. (2020). The impact of distance learning on students' interaction changes of junior high school 2 Kaliwiro. Journal of Educational Social Studies, 9(2). 62-70. http://journal.unnes.ac.id/sju/index.php/jess
Riwayatiningsih, R., & Sulistyani. (2020). The implementation of synchronous and asynchronous e- language learning in EFL setting: a case study. Journal Basis, 7(2). 309-318.
Salmi, L. (2013). Student Experiences on Interaction in an Online Learning Environment as Part of A Blended Learning Implementation: What Is Essential?.
Salmi, L. (2013). Student Experiences on Interaction in an Online Learning Environment as Part of a Blended Learning Implementation: What Is Essential?. International Association for Development of the Information Society, 356-360.
Sulha, A. H., Famela, A.K., & Harahap, A.T.A. (2021). The implementation of synchronous and asynchronous learning in English as foreign language setting. Indonesian Journal of Research and Educational Review, 1(1). https://doi.org/10.51574/ijrer.v1i1.50
Sun, H, L., Sun, T., Sha, F, Y., Gu, X, Y., Hou, X, R., Zhu, F, Y., & Fang, P, T. (2022). The influence of Teacher-Student Interaction on the Effects of Online Learning: Based on a Serial Mediating Model. Frontiers in Psychology, 13. 1-10. https://doi.org/10.3389/fpsyg.2022.779217
Tichavsky, L., Hunt, A. N., Driscoll, A., & Jicha, K. A. (2015). It’s just nice having a real teacher: students’ perceptions of online versus face-to-face instruction. International Journal for the Scholarship of Teaching and Learning, 9(2).
York, C.S. & Richardson, J.C. (2012). Interpersonal Interaction in Online Learning: Experienced Online Instructors' Perceptions of Influencing Factors. Journal of Asynchronous Learning Networks, 16(4), 83-98.
Zhang, W., Wang, Y., Yang, L., & Wang, C. (2020). Suspending Classes Without Stopping Learning: China’s Education Emergency Management Policy in the COVID-19 Outbreak. Journal of Risk and Financial management. 13(55). 1-6. doi:10.3390/jrfm1303005.
Balagova, L., & Halakova, Z. (2018). Teacher-Students´ Interaction in Comparison of Teacher´s Self-perception and Students´ Point of Vie. European Journal of Educational Research, 7(3), 465-472. doi: 10.12973/eu-jer.7.3.465
Bolliger, D. U., & Halupa, C. (2018). Online student perceptions of engagement, transactional distance, and outcomes. Distance Education, 39(3), 299-316. https://doi.org/10.1080/01587919.2018.1476845.
Duart, J. M., Castaño-Muñoz, J., & Sancho-Vinuesa, T. (2013). Online Interaction in Higher Education: Is There Evidence of Diminishing Returns?. The International Review of Research in Open and Distance Learning, 4(5). 240-257. DOI:10.19173/irrodl.v14i5.1336
Fadhilah, M., Sutrisna, S., Muslimah, S.T., & Ihsan, M. T. (2021). An exploring methods in online learning: synchronous and asynchronous. Indonesian Journal of Research and Educational Review, 1(1). https://doi.org/10.51574/ijrer.v1i1.55
Flores, M, A., & Gago, M. (2020). Teacher education in times of COVID-19 pandemic in Portugal: national, institutional and pedagogical responses. Journal of Education for Teaching: International Research and Pedagogy, 46(1), 1-10. http://dx.doi.org/10.1080/02607476.2020.1799709
Kang, M., & Imt, T. (2013). Factors of learner–instructor interaction that predict perceived learning outcomes in online learning environment. Journal of Computer Assisted Learning, 29(3), 292–301. doi: 10.1111/jcal.12005.
Keaton, W. & Gilbert, A. (2020). Successful Online Learning: What Does Learner Interaction with Peers, Instructors and Parents Look Like?. Journal of Online Learning Research, 6(2), 129-154.
Kuo, Y, C. (2014). Accelerated Online Learning: Perceptions of Interaction and Learning Outcomes Among African American Students. American Journal of Distance Education, 28(4), 241-252. DOI: 10.1080/08923647.2014.959334
Lin, C.-H., Zheng, B., & Zhang, Y. (2017). Interactions and learning outcomes in online language courses. British Journal of Educational Technology, 48(3), 730–748. DOI:10.1111/bjet.12457
Lynch, M. (2020). E-Learning during a global pandemic. Asian Journal of Distant Education, 15(1), 189-195. https://doi.org/10.5281/zenodo.3881785.
Moore, M. (1989). Three types of interaction. The American Journal of Distance Education, 3(2) 1-6.
Moorhouse, B. L. (2020). Adaptations to a face-to-face initial teacher education course ‘forced’ online due to the COVID-19 pandemic. Journal of Education for Teaching, 46(4), 1-3. https://doi.org/10.1080/02607476.2020.1755205.
Munoz, J.C., Vinuesa, T.S., & Duart, J.M. (2013).Online Interaction in Higher Education: Is There Evidence of Diminishing Returns?. The International Review of Research in Open and Distance Learning, 14(5). 240-257.
Musonef, M., Wasino, W., & Priyanto, A.S. (2020). The impact of distance learning on students' interaction changes of junior high school 2 Kaliwiro. Journal of Educational Social Studies, 9(2). 62-70. http://journal.unnes.ac.id/sju/index.php/jess
Riwayatiningsih, R., & Sulistyani. (2020). The implementation of synchronous and asynchronous e- language learning in EFL setting: a case study. Journal Basis, 7(2). 309-318.
Salmi, L. (2013). Student Experiences on Interaction in an Online Learning Environment as Part of A Blended Learning Implementation: What Is Essential?.
Salmi, L. (2013). Student Experiences on Interaction in an Online Learning Environment as Part of a Blended Learning Implementation: What Is Essential?. International Association for Development of the Information Society, 356-360.
Sulha, A. H., Famela, A.K., & Harahap, A.T.A. (2021). The implementation of synchronous and asynchronous learning in English as foreign language setting. Indonesian Journal of Research and Educational Review, 1(1). https://doi.org/10.51574/ijrer.v1i1.50
Sun, H, L., Sun, T., Sha, F, Y., Gu, X, Y., Hou, X, R., Zhu, F, Y., & Fang, P, T. (2022). The influence of Teacher-Student Interaction on the Effects of Online Learning: Based on a Serial Mediating Model. Frontiers in Psychology, 13. 1-10. https://doi.org/10.3389/fpsyg.2022.779217
Tichavsky, L., Hunt, A. N., Driscoll, A., & Jicha, K. A. (2015). It’s just nice having a real teacher: students’ perceptions of online versus face-to-face instruction. International Journal for the Scholarship of Teaching and Learning, 9(2).
York, C.S. & Richardson, J.C. (2012). Interpersonal Interaction in Online Learning: Experienced Online Instructors' Perceptions of Influencing Factors. Journal of Asynchronous Learning Networks, 16(4), 83-98.
Zhang, W., Wang, Y., Yang, L., & Wang, C. (2020). Suspending Classes Without Stopping Learning: China’s Education Emergency Management Policy in the COVID-19 Outbreak. Journal of Risk and Financial management. 13(55). 1-6. doi:10.3390/jrfm1303005.
Published
2022-09-28
How to Cite
Faizah, H. N., Suwandi, S., & Pratama, H. (2022). EFL Students’ Perception of Interaction in Online Learning Practices. LINGUA : Jurnal Bahasa, Sastra, Dan Pengajarannya, 19(2), 59-69. https://doi.org/10.30957/lingua.v19i2.768
Section
Articles
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