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All Journal TLEMC (Teaching and Learning English in Multicultural Contexts) Jurnal Pendidikan Surya Edukasi (JPSE)
Alekseevna, Ekaterina Konstina
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Education Languange, Linguistic, Communication & Media Mathematics Other

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How synchronous learning changes the workload of teachers: Experiences learned from expanding countries Masykuri, Edi Sunjayanto; Alekseevna, Ekaterina Konstina; Nikitina, Alena Yurevna; Petrovna, Olga Alexandrovna; Purwoko, Riawan Yudi
Jurnal Pendidikan Surya Edukasi (JPSE) Vol. 10 No. 2 (2024): Jurnal Pendidikan Surya Edukasi (JPSE)
Publisher : LPPM Universitas Muhammadiyah Purworejo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37729/jpse.v10i2.5782

Abstract

The Impact of synchronous Learning on Educators' Workload The coronavirus outbreak, particularly in the Republic of Indonesia and the Russian Federation, has fundamentally altered the teaching and learning process. The in-person teaching and learning process transitions to an online format. Educators and learners must be prepared for execution. Educators must adapt their instructional methods for online platforms to ensure the continuity of teaching and learning. This presents significant obstacles and obligations, particularly for educators who are initiating the online teaching process. This study aimed to ascertain if Synchronous Learning exacerbates the physical, mental, and financial burdens on teachers. The employed methodology was quantitative, utilizing an online-distributed questionnaire as the tool. The research samples comprised 20 educators employed at private senior vocational institutions in Indonesia and Russia. The teacher burdens variable indicates that the average responder perceives the burden as high, as seen by an average value of 0.730, which falls within the range of 0.501 to 1. This concludes that Synchronous Learning significantly increases instructors' workloads. It proves that synchronous learning imposes additional physical, emotional, and financial burdens on teachers.
Non-English speakers' perspectives on the utilization of Padlet Masykuri, Edi Sunjayanto; Alekseevna, Ekaterina Konstina
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 8, No 2 (2024): TLEMC (Teaching and Learning English in Multicultural Contexts)
Publisher : Siliwangi University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/tlemc.v8i2.13440

Abstract

This study sought to ascertain EFL students' perspectives regarding the utilization of Padlet in writing. This investigation was conducted with first-year students. This study involves four students from three classes of an Economy and Social Science Department of a state pedagogical university in Russia. The sampling was conducted purposefully according to the criteria established by the researchers. The study uses qualitative descriptive and employed case study methodologies. Data gathering was conducted through interviews. The findings indicated three student affective perspectives about the use of Padlet in writing: 1). Utility: students are able to compose phrases in English on Padlet, while others are unable to do so. 2) Usability: Students see writing tasks in English on Padlet as straightforward. 3) Accessibility: Students believe the learning process on Padlet is readily accessible, while some find it challenging to navigate. The inquiry into this study's outcomes revealed that many students encountered challenges in the online learning process, specifically identifying inadequate internet access and unstable network connectivity as impediments to their effective and timely participation in lessons on Padlet.Keywords: Asynchronous learning, Padlet, Non-English speaker, Student’s perception, Russian students
Co-Authors Edi Sunjayanto Masykuri, Edi Sunjayanto Nikitina, Alena Yurevna Petrovna, Olga Alexandrovna Riawan Yudi Purwoko