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Home > HCAS > HCAS_PUBS > HCAS_JOURNALS > TQR Home > TQR > Vol. 28 > No. 12 (2023)

 

Abstract

The collaborative use of technology and online teaching and learning is a new pedagogical trend following the spread of the COVID-19 pandemic in 2020. This pedagogy has created flexible learning modes for teachers and students to practice and develop their speaking skills in English as a foreign language through collaborative activities, interactive group projects, and peer feedback. Despite the plethora of studies pertinent to online learning, online collaborative learning (OCL) insights in rural areas are not well-documented, leaving knowledge gaps. Thus, a study of teachers' and students' perceptions of OCL in rural areas of Papua, Indonesia, is needed. Researchers have confirmed that the OCL is a new pedagogical approach to lifelong and sustainable learning. This study employed a qualitative report, using a triple-case study approach. The results propose that: (1) OCL can be implemented using two learning modes: synchronous and asynchronous. The WhatsApp group (WAG) chat feature was used to deliver written discussions and peer evaluations and the WhatsApp voice note tool to provide oral feedback synchronously. Google Classroom asynchronously provided the materials, tasks, and teacher feedback. (2) Teachers’ reasons for choosing OCL in EFL speaking courses include effectiveness, efficiency, interest, and engagement. Students’ perceptions highlighted the OCL effect in light of three aspects: (a) social, (b) psychological, and (c) speaking skills. (3) Teachers’ barriers during OCL implementation: (a) poor internet connection, (b) free-riders, (c) unpunctuality, and (d) unfamiliarity with technology use. (4) Teacher strategies to overcome the barriers to OCL: (a) university-sponsored internet, (b) OCL orientation at the beginning of class, (c) forming groups and choosing topics regarding students’ prior knowledge, (d) extra peer tutoring time, and (e) self-directed learning.

Keywords

collaborative online-learning, perception, qualitative case study, rural-area, speaking

Author Bio(s)

Ranta Butarbutar is a senior English lecturer at the English Language Education Department, Universitas Musamus Merauke, South Papua, Indonesia. She holds a master’s degree in English language education from Universitas Negeri Makassar, South Sulawesi, Indonesia, in 2017. She has been a doctoral student in English language education at Universitas Negeri Makassar, South Sulawesi, Indonesia, since 2021. Her research interests include EFL speaking, technology in language learning (TELL), and collaborative learning. This report is a part of her dissertation writing that data collection was conducted in the South of Papua a few months ago. In doing so, she holds the responsibility for drafting, concept, and independent studies to conduct an in-depth literature review, collecting, analyzing, writing, and disseminating this report through journal publications and seminars. Consequently, she is the first corresponding author. Please direct correspondence to ranta@unmus.ac.id.

Fentry Hennaing’s Ruing is a senior lecturer at the English Language Education Department, Universitas Sawerigading, South Sulawesi. Her contribution to our study was to collect, analyze, write, verify, and proofread the draft of the report.

Nurfajriah Basri is a senior lecturer at the English Language Education Department, Universitas Sawerigading, South Sulawesi. Her contribution to our study was to collect, analyze, write, verify, and proofread the draft of the report.

Varissca Utari Tuharea is a postgraduate student in the English Language Education Department, Universitas Negeri Makassar, South Sulawesi. Her contributions to our study were the collection, analysis, writing, verification, and proofreading of the draft of the report.

Seli Marlina Radja Leba is an associate professor at the English Language Education Department, Universitas Musamus Merauke, South Papua, Indonesia. She held a doctoral degree in English language education from Universitas Malang, Indonesia in 2019. Her research interests include English language assessments. Her contribution to our study was to collect, analyze, write, verify, and proofread the draft of the report.

Acknowledgements

We would like to thank Lembaga Pengelola Dana Pendidikan (LPDP) of the Republic of Indonesia for supporting the publication of this article. In keeping with this, we would like to express our gratitude to the Ministry of Education and Culture (KEMDIKBUD) of the Republic of Indonesia through Pusat Layanan Pembiayaan Pendidikan (PUSLAPDIK) for sponsoring this project. Suardi Sahid, Universitas Papua for his contribution to data collection. Farida Romaito Pohan, Sekolah Tinggi Ilmu Administrasi Karya Dharma Merauke, for her significant contribution during data collection. Mr. Ronald Tambunan, a research assistant who made significant contributions during data collection. Finally, we would like to express special thanks to the anonymous peer reviewers for their excellent and constructive suggestions so that this paper is acceptable and publishable.

Publication Date

12-2-2023

Creative Commons License

Creative Commons Attribution-Noncommercial 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 International License.

DOI

10.46743/2160-3715/2023.6165

ORCID ID

0000-0001-9918-7976

ResearcherID

O-5625-2018

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