Teburin Abubuwan Ciki
1. Gabatarwa
Annobar COVID-19 ta tilasta canjin ilimi zuwa kan intanet a duniya. A Indonesia, Ma'aikatar Ilimi ta ba da umarnin koyo na kan intanet daga Maris 2020. Wannan bincike na Atmojo da Nugroho (2020) ya bincika yadda malaman EFL suka daidaita, yana mai da hankali kan ayyukan koyarwa da kalubale. Binciken ya nuna rashin shiri da rarrabuwar dijital, yana ba da muhimman bayanai don koyarwar rikici a nan gaba.
2. Hanyoyin Bincike
2.1 Mahalarta da Tattara Bayanai
Malaman EFL 16 daga makarantu daban-daban a Indonesia sun shiga ta hanyar gayyata. Sun rubuta tunani game da ayyukan koyarwa na kan intanet da kalubale. An zaɓi malamai biyar don yin tambayoyi na biyu masu tsari.
2.2 Nazarin Bayanai
An yi lambar bayanai da kansa daga masu bincike biyu, sannan aka yi tattaunawa akai-akai don tabbatar da inganci. An yi amfani da nazarin jigo don gano manyan alamu.
3. Sakamako: Ayyukan Koyarwa na Kan Intanet
3.1 Koyo na Lokaci Guda da Koyo na Daban-daban
Malamai sun yi amfani da hanyoyin koyo na lokaci guda (misali, azuzuwan bidiyo kai tsaye) da na daban-daban (misali, bidiyo da aka yi rikodi, ayyuka), gwargwadon manufofin makaranta da damar intanet.
3.2 Dandamali da Kayan Aikin da Aka Yi Amfani da Su
Dandamali na yau da kullun sun haɗa da Tsarin Gudanar da Koyo (LMS) kamar Google Classroom, WhatsApp don sadarwa, da ƙarin albarkatu kamar YouTube da Zoom.
4. Kalubalen da Aka Fuskanta
4.1 Kalubalen da suka shafi Dalibai
Dalibai sun fuskanci rashin na'urori, rashin haɗin intanet mai kyau, ƙarancin kuzari, da wahalar fahimtar abubuwan da ake koyarwa da kansu.
4.2 Kalubalen da suka shafi Malamai
Malamai sun yi fama da ƙarancin ilimin dijital, sarrafa lokaci, da daidaita abubuwan koyarwa don isarwa ta kan intanet.
4.3 Kalubalen da suka shafi Iyaye
Iyaye sau da yawa ba su iya tallafawa koyo saboda aikin aiki ko rashin ilimin fasaha.
5. Bayanin Kididdiga
16
Malaman EFL
5
Tambayoyi Masu Zurfi
2020
Shekarar Bincike
6. Muhimman Bayanai
- Rashin Shiri: Canjin kwatsam ya fallasa rashin horarwar koyarwa ta kan intanet a baya.
- Rarrabuwar Dijital: Rashin daidaiton damar yin amfani da fasaha ya hana koyo na adalci.
- Juriyar Malamai: Duk da kalubale, malamai sun nuna iya daidaitawa da kerawa.
- Bukatar Tallafin Manufofi: Jagororin da aka tsara da saka hannun jari a kayayyakin more rayuwa suna da mahimmanci.
7. Bincike na Asali
Wannan binciken ya nuna wani gibi mai mahimmanci a shirye-shiryen rikici a cikin tsarin ilimi. Duk da cewa saurin karkata zuwa koyo na kan intanet ya zama dole, sakamakon ya nuna cewa haɗa fasaha ba tare da daidaita ilimin koyarwa ba yana haifar da shiga cikin sama-sama. Kamar yadda Hodges da sauransu (2020) suka bayyana a cikin aikinsu na asali game da koyarwar nesa ta gaggawa, bambanci tsakanin koyo na kan intanet da aka tsara da koyarwar da rikici ya haifar yana da zurfi. Yanayin EFL na Indonesia yana kama da alamu na duniya: malamai sun zama masu isar da abun ciki maimakon masu sauƙaƙewa, kuma dalibai sun zama masu karɓa a hankali. Babbar gudummawar fasaha ita ce gano matrix kalubale na masu ruwa da tsaki da yawa (dalibai, malamai, iyaye), wanda zai iya sanar da tsarin gaba. Misali, Samfurin Karɓar Fasaha (TAM) (Davis, 1989) za a iya fadada shi don haɗa da abubuwan rikici. Ra'ayi na sirri: dogaron binciken akan tunanin da aka ruwaito da kansa yana iyakance iya yin amfani da shi, amma zurfin ingancinsa yana ba da fahimtar mahallin mai wadata. Bincike na gaba ya kamata ya haɗa da ma'aunin sakamakon koyo na ƙididdiga da bin diddigin ci gaban ƙwarewar malamai na dogon lokaci.
8. Cikakkun Bayanai na Fasaha da Tsarin Lissafi
Binciken a fakaice yana amfani da tsarin nazarin jigo. Ana iya tsara wakilcin lissafi na tsananin kalubale kamar:
$C_{total} = \sum_{i=1}^{n} (w_i \cdot c_i)$
Inda $C_{total}$ shine jimlar makin kalubale, $w_i$ shine nauyin nau'in kalubale $i$, kuma $c_i$ shine yawan adadin wannan kalubale. Misali, idan kalubalen da suka shafi dalibai ($c_1$) suna da nauyi $w_1 = 0.5$ da yawan 10, na malamai ($c_2$) nauyi $w_2 = 0.3$ yawan 8, na iyaye ($c_3$) nauyi $w_3 = 0.2$ yawan 5, to $C_{total} = 0.5 \cdot 10 + 0.3 \cdot 8 + 0.2 \cdot 5 = 5 + 2.4 + 1 = 8.4$.
9. Sakamakon Gwaji da Bayanin Zane
Zane: Guntun Rarraba Kalubale
Bayanin: Guntun da ke nuna rabon kalubalen da malamai suka ruwaito. Kalubalen da suka shafi dalibai sun kai 50% (misali, rashin na'urori, haɗin intanet), na malamai 30% (misali, ilimin dijital, lokaci), da na iyaye 20% (misali, rashin iya taimakawa). Wannan yana nuna babban cikas a shirye-shiryen dalibai.
10. Misalin Tsarin Bincike
Nazarin Shari'a: Darasin Kan Intanet na Malami A
Malami A ya yi amfani da WhatsApp don aika ayyukan yau da kullun da hanyoyin YouTube. Dalibai sun mika hotunan ayyukan da aka rubuta da hannu. Kalubale: 70% na dalibai suna da wayoyi masu hankali amma kawai 40% suna da intanet mai tsayayye. Malami A ya kwashe awanni 2 a kullun yana ba da ra'ayi ga kowane mutum. Wannan shari'ar tana nuna daidaitawar 'ƙananan fasaha' da ta zama ruwan dare a wuraren da ke da karancin albarkatu.
11. Aikace-aikace da Hanyoyi na Gaba
- Samfuran Koyo na Haɗe-haɗe: Bayan annobar, za a iya inganta hanyoyin haɗe-haɗe da ke haɗa kan intanet da na wajen.
- Horarwar Malamai: Dole ne shirye-shiryen kafin aiki da na cikin aiki su haɗa da ilimin koyarwa na dijital.
- Saka Hannun Jari a Kayayyakin More Rayuwa: Haɗin gwiwar gwamnati da kamfanoni masu zaman kansu don samar da na'urori da damar intanet.
- Kayan Aikin da ke Amfani da AI: Dandamalin koyo na daidaitawa na iya keɓance koyarwa da rage nauyin aikin malami.
12. Manazarta
- Atmojo, A. E. P., & Nugroho, A. (2020). EFL Classes Must Go Online! Teaching Activities and Challenges during COVID-19 Pandemic in Indonesia. Register Journal, 13(1), 49-76.
- Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319-340.
- Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The difference between emergency remote teaching and online learning. Educause Review, 27.
- McAleer, M. (2020). Prevention is better than the cure: Risk management of COVID-19. Journal of Risk and Financial Management, 13(3), 46.