Email this article 
TEACHING DRAMA IN A HYBRID CLASS
(1) Sanata Dharma University, Indonesia
(*) Corresponding Author
Abstract
Although drama is meant to be performed, due to the pandemic situation, it cannot be done. Beside a government regulation about the maximum number of people who gather in a class or a room, the variants of Covid-19 virus are not easily handled. But still, educators should conduct their learning process well. Some universities in Indonesia have also shifted the online learning into a hybrid one. However, conducting a hybrid class especially in relation to drama was quite challenging. Some real problems appeared and educators should be able to solve them. This article discussed those issues including some good practices to create a meaningful drama class. Data were collected through a questionnaire which included cognitive, behavioural, emotional engagement, motivation and time management. The problems covered the audibility, bad internet connection, less attention and lack of technological tool. Two of the good practices done were a dramatic reading project and gamification to facilitate students who attended the class physically or virtually.
Keywords
Full Text:
PDFReferences
Abdulhak, I., Djohar, A., & Wahyudin, D. (2018). The development of hybrid learning curriculum model for improving teachers competencies in teacher education institutions in Indonesia and South Korea. International Research Journal of Advanced Engineering and Science, 3(1), 31-35. http://irjaes.com/wp-content/uploads/2020/10/IRJAES-V3N1P413Y17.pdf
Ahlgren, R., Häkkinen, S., & Eskola, A. (2020). Success factors for hybrid teaching. In INTED2020 Proceedings: 14th International Technology, Education and Development Conference March 2nd-4th, 2020, Valencia, Spain. International Association of Technology Education and Development. https://doi.org/10.21125/inted.2020.0683
Alghamdi, A., Iqbal, S., Trendova, K., Nkasu, M. M., & Al Hajjar, H. (2022, February). Undergraduate students’ perspectives on hybrid education in the United Arab Emirates. In 2022 Advances in Science and Engineering Technology International Conferences (ASET) (pp. 1-6). IEEE. https://doi.org/10.1109/ASET53988.2022.9734840
Arifuddin, A., Turmudi, T., & Rokhmah, U. N. (2021). Alternative assessments in online learning during Covid-19 pandemic: The strenghths and weaknesses. International Journal of Elementary Education, 5(2), 240-247. https://ejournal.undiksha.ac.id/index.php/IJEE/article/download/33532/1929
Butz, N. T., Stupnisky, R. H., Pekrun, R., Jensen, J. L., & Harsell, D. M. (2016). The Impact of emotions on student achievement in synchronous hybrid business and public administration programs: A longitudinal test of control-value theory. Decision Sciences Journal of Innovative Education, https://doi.org/10.1111/dsji.12110
Creswell, J. W. (2007). Qualitative inquiry & research design: Choosing among five approaches (2nd ed.). Thousand Oaks, CA: Sage.
Detienne, L., Raes, A., & Depaepe, F. (2018). Benefits, challenges and design guidelines for synchronous hybrid learning: A systematic literature review. EdMedia+ Innovate Learning, 2004-2009. https://www.kuleuven-kulak.be/tecol/wp-content/uploads/2018/11/Edmedia_proceedings2018.pdf
Dhawan, S. (2020). Online learning: A panacea in the time of COVID-19 crisis. Journal of educational technology systems, 49(1), 5-22. https://doi.org/10.1177%2F0047239520934018
Downer, T., Gray, M., & Capper, T. (2021). Online learning and teaching approaches used in midwifery programs: A scoping review. Nurse Education Today, 103, 104980. https://doi.org/10.1016/j.nedt.2021.104980
Dumford, A. D., & Miller, A. L. (2018). Online learning in higher education: exploring advantages and disadvantages for engagement. Journal of Computing in Higher Education, 30(3), 452-465. https://doi.org/10.1007/s12528-018-9179-z
Fedorchenko-Kutuev, P., & Kurovska, H. (2021). Higher education institutions during the COVID-19 pandemic. Сучасні проблеми управління, 105-109. http://sup.fsp.kpi.ua/proc/article/view/248923
Hall, S., & Villareal, D. (2015). The hybrid advantage: Graduate student perspectives of hybrid education courses. International Journal of Teaching and Learning in Higher Education, 27(1), 69-80. https://files.eric.ed.gov/fulltext/EJ1069791.pdf
Hastie, M., Hung, I. C., Chen, N. S., & Kinshuk. (2010). A blended synchronous learning model for educational international collaboration. Innovations in Education and Teaching International, https://doi.org/10.1080/14703290903525812
Khovivah, A., Theresia, M., Utami, N., & Ardelia, T. (2021). Learning media used when learning distance: Analysis of strengths and weaknesses of google classroom in distance learning. ISER (Indonesian science education research), 3(1). https://doi.org/10.24114/iser.v3i1.27927
Krosnick, J. A. (2018). Questionnaire design. In The Palgrave handbook of survey research (pp. 439-455). Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-54395-6_53
Maspul, K. A., & Amalia, F. (2021). The role of parents in the implementation of hybrid learning toward school normalisation in Indonesia. Academia Letters, 2. https://doi.org/10.20935/AL3588
McGovern, N., & Barnes, K. (2009, August). Lectures from my living room: A pilot study of hybrid learning from the students’ perspective. In International Conference on Hybrid Learning and Education (pp. 284-298). Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-03697-2_27
Mulatsih, M. I. (2018). Learning poetry as a strategy to develop teaching skill among students. IJIET (International Journal of Indonesian Education and Teaching), 2(2), 120-128. https://doi.org/10.24071/ijiet.2018.020203
Mutmainnah, M., Samtidar, S., & Korompot, C. A. (2022). Study of perceptions on hybrid learning in the teaching of English at MTSN 4 bone during the Covid-19 pandemic. JTechLP: Journal of Technology in Language Pedagogy, 1(1), 27-37. https://ojs.unm.ac.id/JTechLP/article/viewFile/32391/14936
Park, E., Martin, F., & Lambert, R. (2019). Examining predictive factors for student success in a hybrid learning course. Quarterly Review of Distance Education, (2), 11-74. https://drive.google.com/file/d/1Lah9qKPr4Jag_2qX4aXAz8mgwYMJizII/view
Permana, A. (2021). Retrieved on 27th April 2022 from https://www.itb.ac.id/news/read/57848/home/itb-to-conduct-hybrid-learning-model-amidst-the-covid-19-pandemic
Raes, A. (2022). Exploring student and teacher experiences in hybrid learning environments: Does presence matter?. Postdigital Science and Education, 4(1), 138-159. https://doi.org/10.1007/s42438-021-00274-0
Raes, A., Detienne, L., Windey, I., & Depaepe, F. (2020). A systematic literature review on synchronous hybrid learning: Gaps identified. Learning Environments Research, 23(3), 269-290. https://lirias.kuleuven.be/retrieve/549667
Song, L., Singleton, E. S., Hill, J. R., & Koh, M. H. (2004). Improving online learning: Student perceptions of useful and challenging characteristics. The internet and higher education, 7(1), 59-70. https://doi:10.1016/j.iheduc.2003.11.003
Suharyadi, S., & Wulyani, A. N. (2022). EFL teachers’ reasons for selecting instructional materials during the COVID-19 pandemic. Bahasa dan Seni: Jurnal Bahasa, Sastra, Seni, dan Pengajarannya, 50(1), 49-62. https://dx.doi.org/10.17977/um015v50i12022p49
Vlachopoulos, D., & Makri, A. (2019). Online communication and interaction in distance higher education: A framework study of good practice. International Review of Education, 65(4), 605-632. https://doi.org/10.1007/s11159-019-09792-3
Xiao, J., Sun‐Lin, H. Z., Lin, T. H., Li, M., Pan, Z., & Cheng, H. C. (2020). What makes learners a good fit for hybrid learning? Learning competences as predictors of experience and satisfaction in hybrid learning space. British Journal of Educational Technology, 51(4), 1203-1219. https://doi.org/10.1111/bjet.12949
Yeo, S. C., Lai, C. K., Tan, J., & Gooley, J. J. (2021). A targeted e-learning approach for keeping universities open during the COVID-19 pandemic while reducing student physical interactions. PloS one, 16(4), e0249839. https://doi.org/10.137/journal.pone.0249839
Yudiawan, A., Sunarso, B., & Sari, F. (2021). Successful online learning factors in Covid-19 era: Study of Islamic higher education in West Papua, Indonesia. International Journal of Evaluation and Research in Education, 10(1), 193-201. https://doi.org/10.11591/ijere.v10i1.21036
Yulia, H. (2020). Online learning to prevent the spread of pandemic corona virus in Indonesia. ETERNAL (English Teaching Journal), 11(1). http://103.98.176.9/index.php/eternal/article/view/6068
DOI: https://doi.org/10.24071/ijiet.v7i1.5352
Refbacks
- There are currently no refbacks.
Copyright (c) 2022 Maria Vincentia Eka Mulatsih
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.