Effective Teaching Practices in Higher Education during Covid-19 Pandemic: Lecturers and Students’ Lens
Keywords:lecturers’ and students’ lens, effective teaching, online learning
This article investigates lecturers’ and students’ perspectives on effective teaching practices in Islamic higher education during the Covid -19 pandemic. The pandemic caused the movement of teaching and learning modes from face to face into online/distance teaching and learning. The different modes of teaching and learning processes may raise a different perspective on effective teaching and learning practices, especially in Islamic higher education. Thirteen English lecturers and 262 English students from the third, fifth, and seventh semesters participated in this survey research. Questionnaires are distributed through Google Forms to collect data on lecturers’ and students’ perspectives on effective teaching practices. The results show that the lecturers and students have good perspectives on four aspects of online teaching (pedagogical, managerial, social, and technological roles) as effective teaching practices in higher education during the Covid-19 pandemic. However, lecturers and students have quite different sequences of most frequent responses on the roles. The three sequences of the lecturers’ responses are social roles, managerial roles, and pedagogical roles. Then the three sequences of the students’ responses are pedagogical roles and managerial roles (two positions: the second and third positions). This different perspective can be a consideration in conducting online teaching and learning.
Allan, J., Clarke, K., & Jopling, M. (2009). Effective teaching in higher education: Perceptions of first year undergraduate students. International Journal of Teaching and Learning in Higher Education, 21(3), 362–372. http://www.isetl.org/ijtlhe/
Aregbeyen, O. (2010). Students perceptions of effective teaching and effective lecturer characteristics at the University of Ibadan, Nigeria. Pakistan Journal of Social Sciences, 7(2), 62–69. https://doi.org/10.3923/pjssci.2010.62.69
Barnes, B. D., & Lock, G. (2010). The attributes of effective lecturers of English as a foreign language as perceived by students in a Korean university. Australian Journal of Teacher Education, 35(1), 139–152. https://eric.ed.gov/?id=EJ908194
Barnes, B. D., & Lock, G. (2013). Student perceptions of effective foreign language teachers: A quantitative investigation from a Korean university. Australian Journal of Teacher Education, 38(2), 19–36. http://ro.ecu.edu.au/ajte/vol38/iss2/2http://ro.ecu.edu.au/ajte/vol38/iss2/2
Bedir, H. (2019). Pre-service ELT teachers’ beliefs and perceptions on 21st century learning and innovation skills (4Cs). Journal of Language and Linguistic Studies, 15(1), 231–246. https://doi.org/10.17263/jlls.547718
Berliner, D. C. (2005). The near impossibility of testing for teacher quality. Journal of Teacher Education, 56(3), 205–213. https://doi.org/10.1177/0022487105275904
Biggs, J. (2003). Learning to teach in higher education. Society for Research into Higher Education.
Jakarta Globe. (2020). Cities turn to online learning to prevent Covid-19 spreading among students. Jakartaglobe.Id. https://jakartaglobe.id/news/cities-turn-to-online-learning-to-prevent-covid19-spreading-among-students
Khoo, E., Forret, M., & Cowie, B. (2010). Lecturer-student views on successful online learning environments. Waikato Journal of Education, 15(3), 17–34. https://doi.org/10.15663/WJE.V15I3.79
Nurbaiti, A. (2020, June 17). Indonesia becomes country with most confirmed COVID-19 cases in Southeast Asia. The Jakarta Post. https://www.thejakartapost.com/news/2020/06/17/indonesia-becomes-country-with-most-confirmed-covid-19-cases-in-southeast-asia.html
Ratcliffe, R. (2020, March 2). First coronavirus cases confirmed in Indonesia amid fears nation is ill-prepared for outbreak. The Guardian. https://www.theguardian.com/world/2020/mar/02/first-coronavirus-cases-confirmed-in-indonesia-amid-fears-nation-is-ill-prepared-for-outbreak
Setiawan, A. (2019). Implementation of Islamic education study program learning based on blended learning in the industrial era 4.0 at IAIN Samarinda. Dinamika Ilmu, 19(2), 305–321. https://doi.org/10.21093/DI.V19I2.1781
Siregar, R. A., Fauziati, E., & Marmanto, S. (2020). An exploration on EFL teachers’ perceptions of effective 21st-century pedagogical competencies. JEELS (Journal of English Education and Linguistics Studies), 7(1), 1–24. https://doi.org/10.30762/JEELS.V7I1.1548
Trilling, B., & Fadel, C. (2009). 21st-century skills: Learning for life in our times. John Wiley & Sons.
Wichadee, S. (2010). Defining the effective English language teacher: Students’ and teachers’ perspectives. In A. M. Stoke (Ed.), JALT 2009 Conference Proceedings (pp. 28–35). JALT. https://jalt-publications.org/archive/proceedings/2009/E033.pdf
Wulanjani, A. N., & Indriani, L. (2021). Revealing higher education students’ readiness for abrupt online learning in Indonesia amidst Covid-19. NOBEL: Journal of Literature and Language Teaching, 12(1), 43–59. https://doi.org/10.15642/NOBEL.2021.12.1.43-59
Yates, G. C. R. (2005). “How obvious”: Personal reflections on the database of educational psychology and effective teaching research. Educational Psychology, 25(6), 681–700. https://doi.org/10.1080/01443410500345180
How to Cite
Copyright (c) 2023 NOBEL: Journal of Literature and Language Teaching
This work is licensed under a Creative Commons Attribution 4.0 International License.