Ayyukan Koyar da Turanci a Kan Layi Dole: Ayyukan Koyarwa da Kalubale a Lokacin Annobar COVID-19 a Indonesia

Teburin Abubuwan Ciki

1. Gabatarwa & Bayyani

Wannan binciken, wanda aka buga a cikin Register Journal (Vol. 13, No. 1, 2020), ya binciki aiwatar da koyon Turanci a matsayin Harshen Waje (EFL) a kan layi a Indonesia a lokacin annobar COVID-19. Sakamakon umarnin gwamnati na ilimi daga nesa, binciken ya binciki ayyukan aiki da malaman EFL suka yi amfani da su da kuma kalubalen da suka fuskanta a wannan sauyi na gaggawa.

Annobar COVID-19 ta duniya, wadda Hukumar Lafiya ta Duniya (WHO) ta ayyana a matsayin gaggawar lafiya a farkon 2020, ta tilasta cibiyoyin ilimi a duniya su dakatar da azuzuwan jiki. A Indonesia, Ma'aikatar Ilimi da Al'adu ta ba da umarni don koyon layi a duk faɗin ƙasar tun daga Maris 2020. Wannan binciken ya tsaya a cikin wannan mahallin mai mahimmanci, yana nufin rubuta gaskiyar aiki na koyarwar gaggawa daga nesa a fannin EFL.

2. Hanyar Bincike

Binciken ya ɗauki ƙirar bincike mai zurfi don samun cikakken fahimta game da abubuwan da malamai suka fuskanta.

2.1. Mahalarta & Tattara Bayanai

Malaman EFL goma sha shida (16) daga cibiyoyi daban-daban a Indonesia sun shiga bisa son rai. An tattara bayanai na farko ta hanyar rubuce-rubucen tunani inda malamai suka yi cikakken bayani game da ayyukansu na koyarwa a kan layi da kalubalensu. Daga baya, an zaɓi malamai biyar (5) don gudanar da tambayoyi na mutum ɗaya, na tsaka-tsaki don ƙara bayyana tunaninsu.

2.2. Nazarin Bayanai & Tabbatarwa

Bayanai daga tunani da tambayoyi an yi musu lambobi bisa jigo. Don tabbatar da inganci da sahihancin bayanai, an yi amfani da tsari mai tsauri:

1. Lambobi Masu Zaman Kansu: Duk masu binciken biyu sun yi lambobin bayanai daban.
2. Tattaunawa ta Zagaye: An gudanar da zagaye da yawa na tattaunawa don daidaita bambance-bambancen lambobi da kuma kafa yarjejeniya kan jigogi da abubuwan da aka cire.
3. Rahoto Mai Ilimi: An zaɓi abubuwan da suka dace kuma suka wakilta daga cikin bayanan don kwatanta sakamakon a sashin sakamako.

3. Ayyukan Koyar da Turanci a Kan Layi

Binciken ya gano cewa malamai sun shiga cikin ci gaba da ayyuka a kan layi, galibi bisa manufofin makarantu ɗaya.

3.1. Ayyuka na Lokaci Guda da na Bayan Lokaci

Ayyukan koyarwa sun ƙunshi duka hanyoyin lokaci guda (na ainihin lokaci) da na bayan lokaci:

• Ayyuka na Lokaci Guda: Duban halartar rayayye, laccoci na bidiyo na ainihin lokaci, zaman tambayoyi da amsoshi nan take, da ayyukan haɗin gwiwa rayayye.
• Ayyuka na Bayan Lokaci: Sanya ayyuka ta hanyar aikace-aikacen saƙo, raba darussan bidiyo da aka riga aka yi rikodin, ba da ra'ayi kan ayyukan da aka gabatar, da sauƙaƙe tattaunawa a kan dandamali.

Zaɓin tsakanin hanyoyin sau da yawa ya dogara da abubuwa kamar kwanciyar hankali na intanet, samun ɗalibai zuwa na'urori, da umarnin makaranta.

3.2. Fasaha & Dandamalin da aka Yi Amfani da su

Malamai sun yi amfani da kayan aikin dijital iri-iri, sau da yawa masu haɗuwa:

• Tsarin Gudanar da Koyo (LMS): Dandamali kamar Google Classroom, Moodle, ko tashoshi na musamman na makaranta don tsara abun ciki da ayyuka.
• Kayan Aikin Sadarwa: WhatsApp, Zoom, Google Meet, Skype don hulɗa da koyarwa.
• Dandamalin Abun Ciki & Albarkatu: YouTube, gidajen yanar gizo na ilimi, da ɗakunan karatu na dijital don ƙarin kayan aiki.

Wannan "hanyar amfani da aikace-aikace da yawa" ta zama ruwan dare amma na iya haifar da rarrabuwa da ƙara nauyin fahimi ga duka malamai da ɗalibai.

4. Kalubale a cikin Koyon Turanci a Kan Layi

Binciken ya gano kalubale guda uku masu mahimmanci, yana nuna cewa sauyin bai kasance mai sauƙi ba.

4.1. Kalubalen da suka Shafi ɗalibai

• Ƙarancin Samuwa & Kayayyakin More Rayuwa: Haɗin intanet marar dogaro, rashin isassun na'urori (wayoyin hannu, kwamfutocin hannu), da ƙarancin ƙididdiga na bayanai.
• Ƙarancin Shiga & Ƙarfafawa: Wahalar kiyaye hankalin ɗalibi da shiga cikin muhalli daga nesa, wanda ke haifar da koyo marar aiki.
• Amincin Ilimi: Kalubalen sa ido da hana satar aiki ko yin magudi yayin tantancewa.

4.2. Kalubalen da suka Shafi Malamai

• Gibi na Ilimin Dijital: Matakan ƙwarewa daban-daban na amfani da kayan aikin koyarwa a kan layi da dandamali yadda ya kamata.
• Ƙaruwar Aikin: Ayyuka masu ɗaukar lokaci na shirya kayan aikin dijital, sarrafa dandamali da yawa, da ba da ra'ayi na mutum ɗaya a kan layi.
• Daidaituwar Hanyar Koyarwa: Wahalar fassara ingantattun hanyoyin koyar da EFL na fuska da fuska (misali, ayyukan sadarwa) zuwa sararin kan layi.

4.3. Kalubalen da suka Shafi Iyaye & Tsarin

• Matsayin Iyaye & Taimako: Rashin fahimtar iyaye ko iyawar tallafawa yaransu koyo a kan layi, musamman a cikin yanayin tattalin arziki mara kyau.
• Rashin Shirye-shiryen Tsarin: Babban abin da aka gano shi ne cewa an aiwatar da koyo a kan layi ba tare da isasshen shiri, tsari, horo, ko rabon albarkatu daga matakan cibiyoyi da na gwamnati ba.

5. Sakamako & Babban Abubuwan da aka Gano

Sakamakon ainihin ya nuna cewa yayin da malaman EFL na Indonesia suka yi ƙoƙari sosai don ba da koyarwa a kan layi ta amfani da kayan aikin da ake da su, tsarin ya sha wahala sosai saboda matsalolin tsari da na aiki.

Babban Ƙarshe: Koyo a kan layi a wannan lokacin bai yi aiki da kyau ba saboda ainihin rashi na shiri da tsari a matakai daban-daban. Sauyin ya kasance na mayar da martani (koyarwar gaggawa daga nesa) maimakon na gaggauta (koyon layi da aka tsara).

Binciken ya nuna gibin da ke tsakanin umarnin manufofi da aiwatar da aiki, yana jaddada buƙatar tsarin tallafi na tsari ga malamai, ɗalibai, da iyaye a cikin muhallin koyo na dijital.

6. Tattaunawa & Tasiri

Tattaunawar ta jaddada cewa kawai matsar da koyarwa zuwa kan layi bai isa ba. Don koyon EFL a kan layi ya zama mai tasiri, dole ne ya kasance mai inganci a fannin ilimin koyarwa, mai tallafi sosai, kuma mai daidaito.

Babban Tasiri:

• Horar da Malamai: Zuba jari a cikin ci gaban ƙwararrun ƙwararru don ilimin koyarwa na dijital da ƙwarewar kayan aiki ba abin da za a iya sasantawa ba ne.
• Kayayyakin More Rayuwa & Daidaito: Magance rarrabuwar dijital yana da mahimmanci ga ilimi mai haɗawa. Wannan ya haɗa da samun intanet, samar da na'urori, da bayanai masu araha.
• Samfuran Koyo Haɗe-haɗe: Makomar ta yiwu ta ta'allaka ne a cikin samfuran haɗe-haɗe masu sassauƙa waɗanda suka haɗu mafi kyawun koyarwa ta kan layi da ta fuska da fuska, suna buƙatar ƙirar koyarwa mai kyau.
• Manufofi & Tsarin Tallafi: Manufofin ilimi suna buƙatar kasancewa tare da cikakkun jagororin aiwatarwa, kuɗi, da hanyoyin tallafi na ci gaba.

7. Nazari na Asali & Sharhin Kwararru

Babban Fahimta: Nazarin shari'ar EFL ta Indonesia ƙaramin duniya ne, yana bayyana babban bambanci tsakanin koyarwar gaggawa daga nesa da koyon layi da aka tsara da gangan. Na farko, kamar yadda Hodges et al. (2020) suka bayyana da kyau, sauyi ne na ɗan lokaci saboda rikici, sau da yawa ba shi da ingantaccen ƙira, tallafi, da albarkatu na na biyu. Wannan binciken ya tabbatar da cewa annobar ta tilasta na farko, tare da gwagwarmayar da ake iya hasashenta.

Tsarin Ma'ana: Ma'anar binciken tana da ma'ana: umarni → aiwatarwa → lura da ayyuka → gano wuraren rikici. Abubuwan da aka gano suna fitowa daga cikin shinge na kayayyakin more rayuwa ("kayan aiki" na intanet da na'urori) zuwa ga kalubalen ilimin koyarwa da na ɗan adam ("software" na shiga, ilimin karatu, da tallafi). Matsalar ƙarshe, wanda aka gano daidai, shi ne rashin shirye-shiryen tsarin—gaza a matakin tsari da rabon albarkatu.

Ƙarfi & Kurakurai: Ƙarfinsa yana cikin sa'a, tushe, hanyar bincike mai zurfi, yana ba da muryar abubuwan da malamai suka fuskanta—hangen nesa da sau da yawa ba ya ɓacewa daga rahotannin manufofi sama-zuwa. Duk da haka, kurakuransa shine ƙarancin girmansa (malamai 16) da rashin bayanai na tsawon lokaci. Ya kama "lokacin girgiza" na farko amma baya bin daidaitawa akan lokaci. Kwatanta waɗannan binciken na 2020 tare da binciken daga baya, kamar waɗanda aka haɗa a cikin International Journal of Educational Technology in Higher Education, ya nuna cewa yayin da kayan aikin suka zama sananne, ainihin batutuwa na daidaito, shiga, da nauyin aikin malami sun ci gaba, suna haɓaka maimakon ɓacewa.

Fahimta Mai Aiki: Ga masu ruwa da tsaki, wannan ba kawai nazari na 2020 ba ne. Shi ne littafin wasa don kare ilimi na gaba. Na farko, ku saka hannun jari a cikin iyawar malami, ba kayan aiki kawai ba. Horon dole ne ya mayar da hankali kan sake fasalin ilimin koyarwa, ba danna maɓalli ba. Na biyu, ku ɗauki samfurin haɗe-haɗe-da-ƙira. Kamar yadda samfura kamar Community of Inquiry (Garrison et al., 2000) suka ba da shawarar, nasarar koyo a kan layi yana buƙatar kulawa mai kyau na koyarwa, zamantakewa, da kasancewar fahimi—abubuwan da aka magance a cikin yanayin gaggawa. Na uku, ku yi amfani da ƙarfin ayyuka na bayan lokaci. Binciken ya nuna amma bai bincika yuwuwar ayyuka na bayan lokaci ba. Ayyukan bayan lokaci da aka tsara da kyau (misali, takardun haɗin gwiwa, dandamalin tattaunawa, bitar takwarorinsu) na iya rage kalubalen lokaci guda da haɓaka tunani mai zurfi, ƙa'idar da Online Learning Consortium ya goyi bayan mafi kyawun ayyuka. A ƙarshe, ku tura kayan fasaha masu sauƙi, haɗe-haɗe. "Yawan aikace-aikace" da aka lura yana ƙara rikici. Ba da shawarar ainihin, jerin kayan aikin da ke aiki tare (misali, LMS + dandalin bidiyo + kayan aikin sadarwa) na iya rage nauyin fahimi da daidaita hanyoyin aiki.

8. Tsarin Fasaha & Samfurin Nazari

Don nazarin tasiri da kalubalen koyarwar kan layi da aka bayyana, zamu iya ba da shawarar tsarin ra'ayi mai sauƙi. Bari duka tasirin koyarwa $E$ ya zama aiki na mahimman masu canji masu dogaro da juna:

$E = f(T, S, P, I, R)$

Inda:

• $T$: Ilimin Koyarwa na Dijital & Shirye-shiryen Malami
• $S$: Samun ɗalibi & Shirye-shiryensa
• $P$: Muhallin Tallafin Iyaye/Gida
• $I$: Tallafin Manufofi & Kayayyakin More Rayuwa na Cibiya
• $R$: Haɗin Albarkatu & Dandamali

Abubuwan da binciken ya gano suna nuna cewa a lokacin farkon lokacin annobar a Indonesia, masu canjin $S$ (saboda rarrabuwar dijital), $T$ (saboda gibin horo), da $I$ (saboda rashin shiri) sun kasance ƙasa sosai, suna aiki azaman ƙayyadaddun abubuwa. Don haka, ko da $R$ (albarkatu) ya kasance matsakaici mai girma saboda aikace-aikacen da ake da su, duka tasirin $E$ an ƙuntata shi ta hanyar mafi raunin hanyoyin haɗi, kamar yadda dokar Liebig ta mafi ƙanƙanta ta nuna. Ana iya ƙirƙira wannan kamar haka:

$E \propto \min(T, S, P, I, R)$

Misalin Tsarin Nazari: Mai gudanar da makaranta zai iya amfani da wannan samfurin don gano cutar tsarin koyonsu na kan layi. Ta hanyar ƙididdige kowane mai canji (T, S, P, I, R) akan ma'auni (misali, 1-5) ta hanyar binciken ra'ayi ko dubawa, za su iya gano babban ƙuntatawa (maki mafi ƙasa). Misali, idan dubawar ta bayyana $S=2$ (mummunan samun ɗalibi) da $I=2$ (raunin tallafin cibiya), yayin da $T=4$ (malamai suna shirye), zuba jari dole ne da farko ya yi niyya ga $S$ da $I$ (misali, samar da na'urori/bayanai da cikakkun jagororin tallafi) kafin horon malami mai zurfi ($T$) zai iya samar da cikakken dawowa. Wannan yana motsa tsari daga hanyar harbi zuwa na tushen ƙuntatawa, na tsarin.

9. Aikace-aikace na Gaba & Hanyoyin Bincike

Gina kan wannan binciken, hanyoyi da yawa na gaba suna da mahimmanci:

1. Bincike na Tsawon Lokaci & Kwatance: Bin diddigin ci gaban ayyukan malamai iri ɗaya da kalubalensu sama da shekaru 2-3 bayan annobar don tsara hanyoyin daidaitawa. Kwatanta abubuwan da Indonesia ta fuskanta da sauran yanayin Kudancin Duniya don gano kalubalen duniya da na musamman.
2. Mayar da Hankali kan Sakamakon Koyo & Daidaito: Matsar da bayanin ayyuka zuwa auna tasirin samfuran kan layi/haɗe-haɗe daban-daban akan ainihin ribar ƙwarewar EFL. Mayar da hankali na musamman kan hanyoyin shiga tsakani waɗanda suka yi nasarar haɗa rarrabuwar dijital ga ɗalibai marasa galihu.
3. Kayan Aikin Koyon Harshe Mai Ƙarfafa AI: Bincika rawar fasahohi masu tasowa kamar wakilan tattaunawa masu ƙarfin AI don aikin magana, kayan aikin tantance rubutu ta atomatik don ra'ayi, da dandamalin koyo masu daidaitawa waɗanda ke keɓance abun ciki—duka yayin la'akari da samunsu da aiwatar da su cikin ɗa'a.
4. Bincike na Tushen Ƙira (DBR): Haɗin gwiwa tare da malamai don haɗin gwiwar ƙira, aiwatarwa, da inganta takamaiman sassan EFL na kan layi bisa tsare-tsare kamar Community of Inquiry, sannan a nazari tasirinsu. Wannan yana canza bincike daga lura zuwa gina mafita na haɗin gwiwa.
5. Nazarin Manufofi & Kimiyyar Aiwatarwa: Nazarin yadda manufofin ilimi na ƙasa da na gida game da koyo na dijital ake fassara su (ko kuma a rasa su a cikin fassara) zuwa ayyukan matakin makaranta da gaskiyar aji, gano mahimman wuraren tuƙi don ingantaccen aiwatarwa.

10. Nassoshi

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