Online Learning Model During COVID-19 Pandemic: Exploration of Perceptions, Attitudes and Knowledge through Mix Method Analysis in Elementary School Teacher Training Program

ABSTRACT

Introduction. The significant changes caused by the COVID-19 pandemic have forced teachers to provide adaptive learning for their students. This situation needs to be supported by psychological factors that are present and attached to a teacher. The limited knowledge and readiness of teachers in preparing for existing learning changes are a major obstacle in implementing learning during a pandemic, especially at the elementary school level. The aim of the study is to explore the perceptions, attitudes, and knowledge of elementary school teachers in a teacher training program during the pandemic. Research methods. Two studies were applied, study 1 used thematic content analysis to determine the perceptions of effective online learning models during the pandemic. Furthermore, study 2 was conducted to ascertain the readiness of teachers based on their attitudes and knowledge in applying effective online learning models during teacher training programs. A total of 203 elementary school teachers were involved in this study and were selected using purposive sampling in the province of Banten, Indonesia. Results. The results of the study provide information that there are variations in respondents' perceptions in doing online learning and they assume that online learning causes many problems in various aspects of life. This is indicated by the answers given by respondents when filling out the instrument in the form of open questions. Specifically, the answers given refer to the perceived negative situation compared to direct learning at school. Meanwhile, 85% of respondents perceive that face-to-face learning is the most effective learning model. Other results are also supported by the correlation between the attitude and knowledge of respondents which shows a positive and significant relationship. The correlation results show a value of 0.254 with a significance level below 1%. Conclusion. The results of this study indicate new and comprehensive information regarding the importance of paying attention to teachers' psychological factors, including their perceptions, attitudes and knowledge, especially in preparing for online learning. In general, the research also provides a clear picture of the right mechanism for a teacher at the elementary school level to carry out online learning that matches the characteristics of elementary school students. Of course, the usefulness of the results of this study can be used as a benchmark not only for teachers themselves, but also for schools and related policy makers to create adaptive learning. © 2022 LLC Ecological Help. All rights reserved.