CHALLENGES AND OPPORTUNITIES TO COLLABORATIVE DISTANCE LEARNING IN ESP INSTRUCTION
DOI:
https://doi.org/10.33603/6npwdw23Keywords:
distance learning, collaborative online learning, underprivileged region, course development, ESPAbstract
In post pandemic instruction fueled by digital media and technology, distance learning emerges as a powerful opportunity for higher education collaboration. The Directorate of Students’ Learning, Ministry of Education and Culture of Indonesia opens opportunities for universities across Indonesia to have collaborative online learning with those students based on underprivileged regions in Indonesia. This research investigates a case of collaborative online learning project between two universities in East Java and East Nusa Tenggara province with two ESP courses designed collaboratively and implemented with shared classes in online mode. Through this case study, two things are explored during the program: challenges and opportunities in the stage of course development and course implementation. Two course developers, four university instructors, and thirteen selected students from both universities were involved in this study. Data collection combined interviews, virtual observations, and instructional documents. Analysis employed thematic layering and triangulation, revealing challenges in four areas: course development, technology readiness, teaching methods, and student support. However, rooms of improvement are there for more prepared future collaboration. Despite the challenges, collaborative distance learning conducted by both universities can be a lesson to learn for a better online instruction in the future amidst the pluralistic backgrounds of the students and problematic technology support.
References
Albrahim, F. A. (2020). Online Teaching Skills and Competencies. The Turkish Online Journal of Educational Technology, 19(1).
Cahapay, M. B. (2023). Introduction to Special Issue on Critical and Emergent Issues in Education: 21st-Century Skills. Journal of Pedagogical Sociology and Psychology, 3. https://doi.org/10.33902/jpsp.20231000
Craig, S. D., & Schroeder, N. L. (2023). Improving Online Learning Ecosystems with Science of Learning Best Practices. Proceedings of the Human Factors and Ergonomics Society Annual Meeting, 21695067231192447. https://doi.org/10.1177/21695067231192447
Creswell, J. W. (2012). Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research (4th ed). Pearson.
Damşa, C., Langford, M., Uehara, D., & Scherer, R. (2021). Teachers’ Agency and Online Education in Times of Crisis. Computers in Human Behavior, 121, 106793. https://doi.org/10.1016/j.chb.2021.106793
Fadlia, F., Asra, S., Zulida, E., & Santosa, M. H. (2022). Developing ESP based-digital Learning Materials Support Students’ Needs at Indonesian Vocational Schools: Perceived Quality. Englisia: Journal of Language, Education, and Humanities, 10(1), 40. https://doi.org/10.22373/ej.v10i1.12166
Giatman, M., Siswati, S., & Basri, I. Y. (2020). Online Learning Quality Control in the Pandemic Covid-19 Era in Indonesia.
Goldie, J. G. S. (2016). Connectivism: A Knowledge Learning Theory for the Digital Age? Medical Teacher, 38(10), 1064–1069. https://doi.org/10.3109/0142159X.2016.1173661
Gozali, I., Istiqomah, F., & Widiati, U. (2022). A Systematic Review of Online Elt Research in Indonesia During the Covid-19 Pandemic Through the Community of Inquiry Framework. Journal of Information Technology Education: Research, 21, 501–546. https://doi.org/10.28945/5033
James, B. R., Leinbach, A. A., & MacDonald, A. M. (2022). Effective online teaching: Voices of experience. New Directions for Community Colleges, 2022(199), 35–48. https://doi.org/10.1002/cc.20522
Johns, A. M., & Dudley-Evans, T. (1991). English for Specific Purposes: International in Scope, Specific in Purpose. TESOL Quarterly, 25(2). https://doi.org/10.2307/3587465
Johnson, B. (2014). Educational research: Quantitative, qualitative, and mixed approaches (Fifth edition). Sage Publications.
Labetoulle, A. (2020). Salomi Papadima-Sophocleous, Elis Kakoulli Constantinou, Christina Nicole Giannikas (Eds.), ESP Teaching and Teacher Education: Current Theories and practices: London: Research-publishing.net. ASp, 78, 155–160. https://doi.org/10.4000/asp.6457
Lodico, M. G., Spaulding, D. T., & Voegtle, K. H. (2006). Methods in Educational Research: From Theory to Practice. Jossey-Bass.
Mailizar, M., Umam, K., & Elisa, E. (2022). The Impact of Digital Literacy and Social Presence on Teachers’ Acceptance of Online Professional Development. Contemporary Educational Technology, 14(4), ep384. https://doi.org/10.30935/cedtech/12329
Nasution, A. K. P., Nasution, M. K., Batubara, M. H., & Munandar, I. (2022). Learning during COVID-19 pandemic: A systematic literature review. International Journal of Evaluation and Research in Education (IJERE), 11(2), 639. https://doi.org/10.11591/ijere.v11i2.21917
Ningsih, K., Afandi, A., Penampe, K. E., Nurfitriani, D., & Ikramunnisa, E. (2023). The increase of online learning system in Indonesia during COVID-19 pandemic: A systematic literature review using VOSviewer. AIP Conference Proceedings, 2751(1), 040003. https://doi.org/10.1063/5.0143034
Nugroho, A., Triana, Y., & Zulaiha, D. (2022). Digital Teaching Awareness and Practice: Narratives from Indonesian ESP Teachers. ELT Echo : The Journal of English Language Teaching in Foreign Language Context, 7(1), 1. https://doi.org/10.24235/eltecho.v7i1.9905
Pannen, P., & Riyanti, R. D. (n.d.). Indonesia Cyber Education Institute: Assuring Quality of Online Education in Indonesia.
Rukmini, E., Angelina, H., & Anggreni, V. C. (2023). Indonesia higher education’s online learning during the pandemic state. International Journal of Evaluation and Research in Education (IJERE), 12(4), Article 4. https://doi.org/10.11591/ijere.v12i4.25103
Sheridan, L., & Gigliotti, A. (2023). Designing online teaching curriculum to optimise learning for all students in higher education. Curriculum Journal, 34(4), 651–673. https://doi.org/10.1002/curj.208
Silvhiany, S. (2022). Indonesian Teachers’ Professional Development Practices and Needs in Post Pandemic Education. VELES (Voices of English Language Education Society), 6(1), Article 1. https://doi.org/10.29408/veles.v6i1.5265
Surani, D., Septiyani, R. D., & Islami, F. (2023). Integration Technology in English for Specific Purpose (ESP) Course Design for Law Students. In J. Handhika, M. Lukitasari, S. Ricahyono, & D. A. Nugraha (Eds.), Proceedings of the 3rd International Conference on Education and Technology (ICETECH 2022) (Vol. 745, pp. 436–445). Atlantis Press SARL. https://doi.org/10.2991/978-2-38476-056-5_45
Thomas, G. (2016). How to Do Your Case Study. SAGE Publications Ltd.
Vilppu, H., Södervik, I., Postareff, L., & Murtonen, M. (2019). The Effect of Short Online Pedagogical Training on University Teachers’ Interpretations of Teaching–learning Situations. Instructional Science, 47(6), 679–709. https://doi.org/10.1007/s11251-019-09496-z
Vygotsky, L. S. (1979). Consciousness as a Problem in the Psychology of Behavior. Soviet Psychology, 17(4), 3–35. https://doi.org/10.2753/RPO1061-040517043
Wibawanto, H. (2019). E-Learning Quality Evaluation Instrument for SPADA Indonesia. Proceedings of the 1st Vocational Education International Conference (VEIC 2019). Proceedings of the 1st Vocational Education International Conference (VEIC 2019), Semarang, Indonesia. https://doi.org/10.2991/assehr.k.191217.015
Downloads
Published
How to Cite
Issue
Section
Citation Check
License
Copyright (c) 2023 Academic Journal Perspective : Education, Language, and Literature
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution - Share Alike 4.0 Internasional License (CC-BY-SA) that allows others to share the work with an acknowledgment of the works' authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journals published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Upon receiving the proofs, the Author/Editor agrees to promptly check the proofs carefully, correct any errors, and authorize the publication of the corrected proofs.
- Authors should submit the signed copyright transfer agreement form (CTA Form) along with the checked (and corrected proofs).
