Email this article 
ENGLISH TEACHER PARTICIPANTS ENGAGEMENT IN ONLINE LEARNING SESSION OF TEACHING PROFESSION CERTIFICATION PROGRAM
(1) Sanata Dharma University
(*) Corresponding Author
Abstract
This research analyzes the engagement of English teachers who participated in the preparation of Teaching Profession Certification Program (TPCP/PLPG) in Sanata Dharma University. There were 70 English teachers from many schools in the Province of Central Java who participated in the online learning session before they follow the workshop session. The result of this analysis indicated that the level of active participation of the participants in the online learning session is very low. Although the mean score of the frequency of access (= 42.39) is above the expected frequency of access (24), the mean score of frequency of message (= 9.32) is far below the expected frequency of message (72). In addition, there are no significant differences between the engagement of male and female participants in both the frequency of access and the frequency of messages. Furthermore, the frequency of access indicates a weak correlation with the scores of final examination (r = 0.21, p < .05), but the correlation between the frequency of access and the final examination scores does not significantly exist (r = 0.02, p > .05). It is recommended that future attempts to carry out the online activities in professional development programs for English teachers should be focused on encouraging instructors and participants to be more engaged in the online learning environment.
DOI: https://doi.org/10.24071/ijiet.2018.020201Keywords
Full Text:
PDFReferences
Anderson, N. J. (2003). Scrolling, clicking, and reading English: Online reading strategies in a second/foreign language. The Reading Matrix, 3(3), 1-33.
Barnes, B. D. (2013). Student perceptions of effective foreign language teachers: A quantitative investigation from a Korean university. Australian Journal of Teacher Education, 2, 19-36.
Berliner, D. C. (1990). What's all the fuss about instructional time? In M. Ben Peretz, & R. Bromme (Eds.), The nature of time in schools: Theoretical concepts, practitioner perceptions, pp. 3-35. New York: Teachers College Press.
Blumenfeld, P. C., Kempler, T. M., & Krajcik, S. J. (2006). Motivation and cog- nitive engagement in learning environments. In R. K. Sawyer (Ed.), The Cambridge handbook of the learning sciences, pp. 475488. New York: Cambridge University Press.
Chen, P. D., Lambert, A. D., & Guidry, K. R. (2010). Engaging online learners: The impact of web-based learning technology on college student engagement. Computers & Education, 54 (4), 1222-1232.
Dennen, V. P. (2007). Instructor-learner interaction in online courses: The relative perceived importance of particular instructor actions on performance and satisfaction. Distance Education, 28 (1), 6579.
Dev, M. (2016). Constructivist approach enhances the learning: A search of reality. Journal of Education and Practice, 7 (25), 50-62.
Dewey, J. (1913). Interest and effort in education. Boston: Riverside Press.
Dixson, M. (2015). Measuring student engagement in the online course: The online student engagement scale (OSE). Online Learning, 19 (4), 10.24059/olj.v19i4.561.
Duderstadt, J., Atkins, D., & Houweling, D. (2002). Higher education in the digital age: Technology issues and strategies for American colleges and universities. Westport, CT: American Council on Education and Praeger Publishers.
Harendita, M. (2017). Making peace among conflicting identities: An autoethnography. International Journal of Humanity Studies (IJHS), 1(1), 56-62. Retrieved from http://e-journal.usd.ac.id/index.php/IJHS/article/view/672/533
Harper, S. R. (2009). Beyond Sameness, with Engagement and Outcomes or All. In S. Harper, & S. Quaye (Eds.), Student engagement in higher education: Theoretical perspectives and practical approaches for diverse populations, pp. 1-15. New York: Routledge.
Isworo, C. (2016). Practice teachers possible solutions to students problems of speaking during PPL in Junior High Schools. LLT Journal: A Journal on Language and Language Teaching, 19(1), 12-18. Retrieved from http://e-journal.usd.ac.id/index.php/LLT/article/view/308/263
Kahn, P., Everington, L., Kelm, K., Reid, I., & Watkins, F. (2016). Understanding student engagement in online learning environments: The role of reflexivity. Education Tech Research Dev, 65, 203218.
Kehrwald, B. (2008). Understanding social presence in text-based online learning environments. Distance Education, 29 (1), 89106.
Kuh, G. D., & Hu, S. (2001). The relationships between computer and information technology use, student learning, and other college experiences. Journal of College Student Development, 42, 217232.
Kuh, G. (2003). What we're learning about student engagement from NSSE: Benchmarks for effective educational practices. Change, 35 (2), 24-32.
Li, L., & Guo, R. (2015). A student-centered guest lecturing: A constructivism approach to promote student engagement. Journal of Instructional Pedagogies, 15, 1-7.
Maheshwari, G., & Thomas, S. (2017). An analysis of the effectiveness of the constructivist approach in teaching business statistics. Informing science: the international journal of an emerging transdiscipline, 20, 83-97.
Meece, J., & Blumenfeld, P. C. (1988). Students' goal orientations and cognitive engagement in classroom activities. Journal of Educational Psychology, 80 (4), 514-523.
Natriello, G. (1984). Problems in the evaluation of students and student disengagement from secondary schools. Journal of Research and Development in Education, 17, 14-24.
ODonnell, A., Reeve, J. M., & Smith, J. (2011). Educational psychology: Reflection for action (3rd ed.). New York: John Wiley & Sons.
Pintrich, P. R., & De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1).
Purnama, A. (2017). Incorporating memes and instagram to enhance students participation. LLT Journal: A Journal on Language and Language Teaching, 20(1), 1-14. Retrieved from http://e-journal.usd.ac.id/index.php/LLT/article/view/404/350
Robinson, C. C., & Hullinger, H. (2008). New benchmarks in higher education: Student engagement in online learning [Electronic version]. Journal of Education for Business, 84(2), 101109.
Shea, P., Li, C. S., & Pickett, A. (2006). A study of teaching presence and student sense of learning community in fully online and web-enhanced college courses. The Internet and Higher Education, 9, 175190.
Skinner, E. A., & Belmont, M. J. (1993). Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement across the school year. Journal of Educational Psychology, 85(4), 571-581.
Swan, K., Shea, P., Fredericksen, E., Pickett, A., Pelz, W., & Maher, G. (2000). Building knowledge building communities: Consistency, contact and communication in the virtual classroom. Journal of Educational Computing Research, 23(4), 359383.
Thurmond, V., & Wambach, K. (2004, January). Understanding interactions in distance education: A review of literature. International Journal of Instructional Technology & Distance Learning. Retrieved on February 2, 2018, from http://www.itdl.org/journal/Jan_04/article02.htm.
Vaughan, N. (2014). Student Engagement and Blended Learning: Making the Assessment Connection. Education Sciences, 4, 247264.
Wara, E., Aloka, J., & Odongo, B. (2018). Relationship between Cognitive Engagement and Academic Achievement among Kenyan Secondary School Students. Mediterranean Journal of Social Sciences, 9(2), 61-72.
Wulandari, M. (2017). Fostering learning autonomy through the implementation of flipped learning in language teaching media course. International Journal of Indonesian Education and Teaching (IJIET), 1(2), 194-205. Retrieved from http://e-journal.usd.ac.id/index.php/IJIET/article/view/636/520
DOI: https://doi.org/10.24071/ijiet.v2i2.1208
Refbacks
- There are currently no refbacks.
Copyright (c) 2018 Pius N. Prihatin
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Indexed and abstracted in:
IJIET Sinta 2 Certificate (S2 = Level 2)
We would like to inform you that IJIET (International Journal of Indonesian Education and Teaching):has been nationally accredited Sinta 2 by the Ministry of Education, Culture, Research and Technology of the Republic of Indonesia based on the decree No. Surat Keputusan 158/E/KPT/2021. Validity for 5 years: Vol 5 No 2, 2021 until Vol 10 No 1, 2026.
This work is licensed under CC BY-SA.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
IJIET DOI: https://doi.org/10.24071/ijiet
p-ISSN: 2548-8422 (since 5 January 2017); e-ISSN: 2548-8430 (since 5 January 2017)
IJIET (International Journal of Indonesian Education and Teaching) is published twice a year, namely in January and July, by the Institute for Research and Community Services of Sanata Dharma University, Yogyakarta, Indonesia.