Archives
Current issue
About
About us
Aims and Scope
Abstracting and Indexing
Editorial Office
Open Access Policy
Publication Ethics
Journal History
Publisher
Follow us: Twitter
Contact
For Authors
Editorial Policy
Peer Review Policy
Manuscript Preparation Guidelines
Copyright & Licencing
Publication Fees
Fee Waiver Policy for Doctoral Students
EJMSTE Language Editing Service
More
Statistics
Special Issues
Special Issue Announcements
Published Special Issues
RESEARCH PAPER
Secondary School Mathematics Teachers’ Views on E-learning Implementation Barriers during the COVID-19 Pandemic: The Case of Indonesia
1
Mathematics Education Department, Universitas Syiah Kuala, Banda Aceh, INDONESIA
2
Ibri College of Technology, OMAN
3
Realistic Mathematics Education Research Centre, Universitas Syiah Kuala, Banda Aceh, INDONESIA
Publication date: 2020-05-06
EURASIA J. Math., Sci Tech. Ed 2020;16(7):em1860
KEYWORDS
barrier to e-Learninge-learning during COVID-19e-Learning in mathematicseducatione-learning in Indonesia
ABSTRACT
School closures in Indonesia during the COVID-19 pandemic have left 45.5 million school students
and 3.1 million teachers dependent on online teaching and learning. Online teaching and learning
are an unprecedented experience for most teachers and students; consequently, they have a
limited experience with it. This paper examines the views of secondary school mathematics
teachers on E-learning implementation barriers during the COVID-19 pandemic at four barrier
levels, namely teacher, school, curriculum and student. Furthermore, it assesses the relationship
between barrier levels with teachers’ demographic background. Data was collected through an
online questionnaire, involving 159 participants from lower and upper secondary schools in
Indonesia. The findings of this study suggest that student level barrier had the highest impact on
e-learning use. In addition, the student level barrier showed strong positive correlation with the
school level barrier and curriculum level barrier. The study showed that teachers’ backgrounds
had no impact on the level of barriers. This study stimulates further discussion on the way to
overcome e-learning barriers whilst simultaneously maximizing benefits of E-learning during this
pandemic and beyond it by highlighting the importance of students’ voices.
REFERENCES (36)
1.
Al-Harbi, K. A.-S. (2011). E-Learning in the Saudi tertiary education: Potential and challenges. Applied Computing and Informatics, 9(1), 31-46. https://doi.org/10.1016/j.aci.....
2.
Ash, K., & Davis, M. R. (2009). E-Learning’s Potential Scrutinized in Flu Crisis. Education Week, 28(31), 1-12.
3.
Assareh, A., & Bidokht, M. H. (2011). Barriers to e-teaching and e-learning. Procedia Computer Science, 3, 791-795. https://doi.org/10.1016/j.proc....
4.
Astri, L. Y. (2017). Barrier factors that influence satisfaction of e-learning: a literature study. Advanced Science Letters, 23(4), 3767-3771.
5.
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.
6.
Bingimlas, K. A. (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/ejmst....
8.
Demirtas, Z. (2010). The Effects of School Culture on Student Achievement. Egitim ve Bilim, 35(158), 3.
9.
Dictionary, O. E. (Ed.) (2015). Oxford English Dictionary. Oxford: Oxford University Press.
10.
Ertmer, P. A. (1999). Addressing first and second order barriers to change: Strategies for technology integration. ETR&D, 7(4), 47-61.
11.
Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2011). How to design and evaluate research in education: New York: McGraw-Hill Humanities/Social Sciences/Languages.
12.
Frid, S. (2002). Engaging primary students in working mathematically within a virtual enrichment program. Mathematics Education Research Journal, 14(1), 60-79. https://doi.org/10.1007/BF0321....
13.
Hadijah, S., & Shalawati, S. (2017). Investigating Teacher ‘Barrier to ICT (Information Communication Technology) Integration in Teaching English at Senior High School in Pekanbaru. Proceedings of ISELT FBS Universitas Negeri Padang, 5, 302-310.
14.
Hew, K. F., & Brush, T. (2007). Integrating technology into K-12 teaching and learning: Current knowledge gaps and recommendation for future research Educational Technology Research and Development, 55, 223-252.
15.
Huang, R., Liu, D., Tlili, A., Yang, J., & Wang, H. (2020). Handbook on Facilitating Flexible Learning During Educational Disruption: The Chinese Experience in Maintaining Undisrupted Learning in COVID-19 Outbreak. Beijing: Smart Learning Institute of Beijing Normal University.
16.
Juliane, C., Arman, A. A., Sastramihardja, H. S., & Supriana, I. (2017). Digital Teaching Learning for Digital Native; Tantangan dan Peluang. Jurnal Ilmiah Rekayasa dan Manajemen Sistem Informasi, 3(2), 29-35.
17.
Kabilan, M. K., & Khan, M. A. (2012). Assessing pre-service English language teachers’ learning using e-portfolios: Benefits, challenges and competencies gained. Computers & Education, 58(4), 1007-1020. https://doi.org/10.1016/j.comp....
18.
Kohn, T., Maier, R., & Thalmann, S. (2010). Knowledge transfer with e-learning resources to developing countries: Barriers and adaptive solutions E-Learning 2010 (pp. 15-29): Springer.
19.
MacNeil, A. J., Prater, D. L., & Busch, S. (2009). The effects of school culture and climate on student achievement. International Journal of leadership in Education, 12(1), 73-84. https://doi.org/10.1080/136031....
20.
Mailizar. (2018). Investigating Indonesian teachers’ knowledge and use of ICT in mathematics teaching. (PhD), University of Southampton, Southampton, UK.
21.
Markauskaite, L. (2006). Gender issues in preservice teachers’ training: ICT literacy and online learning. Australasian Journal of Educational Technology, 22(1).
22.
Marwan, A. (2008). Teachers’ Perception of teaching with computer technology: Reasons for use and barriers in usage. International Journal of Instructional Technology & Distance Learning, 5(6), 1-7.
23.
Ng, D. (2011). Indonesian primary teachers’ mathematical knowledge for teaching geometry: implications for educational policy and teacher preparation programs. Asia-Pacific Journal of Teacher Education, 39(2), 151-164. https://doi.org/10.1080/135986....
24.
Osman, G. (2018). Formal e-Learning in Arab Countries: Challenges and Opportunities. In B. Lockee & M. Childress (Eds.), Learning, Design, and Technolog. Cham: Springer.
25.
Panda, S., & Mishra, S. (2007). E‐Learning in a Mega Open University: Faculty attitude, barriers and motivators. Educational Media International, 44(4), 323-338. https://doi.org/10.1080/095239....
26.
Patahuddin, S., Suwarsono, S., & Johar, R. (2018). INDONESIA: History and Perspective on Mathematics Education Mathematics and its Teaching in the Asia-Pacific Region (pp. 191-230): World Scientific Publishing Co. Pte Ltd.
27.
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-....
28.
Quadri, N. N., Muhammed, A., Sanober, S., Qureshi, M. R. N., & Shah, A. (2017). Barriers effecting successful implementation of e-learning in Saudi Arabian universities. International Journal of Emerging Technologies in Learning (iJET), 12(06), 94-107. https://doi.org/10.3991/ijet.v....
29.
Rabiee, A., Nazarian, Z., & Gharibshaeyan, R. (2013). An explanation for internet use obstacles concerning e-learning in Iran. The International Review of Research in Open and Distributed Learning, 14(3), 361-376. https://doi.org/10.19173/irrod....
30.
Schoepp, K. (2005). Barriers to technology integration in a technology-rich environment. Learning and Teaching in Higher Education: Gulf Perspectives, 2(1), 1-24.
31.
Scrimshaw, R. (2004). How can innovative ICT practice be sustained and extended?. Paper presented at the Becta Research Conference.
32.
Suryadarma, D., & Jones, G. W. (2013). Education in Indonesia. Singapore: Institute of Southeast Asian Studies.
33.
Tezci, E. (2010). Attitude and knowledge level of teachers in ICT use: the case of Turkish teachers. International Journal of Human Science, 7(2), 19-44.
34.
Vitanova, V., Atanasova-Pachemska, T., Iliev, D., & Pachemska, S. (2015). Factors affecting the development of ICT competencies of teachers in primary schools. Procedia-Social and Behavioral Sciences, 191, 1087-1094. https://doi.org/10.1016/j.sbsp....
36.
Zaharah, Z., & Kirilova, G. I. (2020). Impact of Corona Virus Outbreak Towards Teaching and Learning Activities in Indonesia. SALAM: Jurnal Sosial dan Budaya Syar-i, 7(3). https://doi.org/10.15408/sjsbs....
Share
RELATED ARTICLE
| eISSN: | 1305-8223 |
| ISSN: | 1305-8215 |
We process personal data collected when visiting the website. The function of obtaining information about users and their behavior is carried out by voluntarily entered information in forms and saving cookies in end devices. Data, including cookies, are used to provide services, improve the user experience and to analyze the traffic in accordance with the Privacy policy. Data are also collected and processed by Google Analytics tool (more).
You can change cookies settings in your browser. Restricted use of cookies in the browser configuration may affect some functionalities of the website.
You can change cookies settings in your browser. Restricted use of cookies in the browser configuration may affect some functionalities of the website.
