Since the outbreak of COVID-19, online learning has become the innovation and an alternative virtual education adopted by universities, due to campus closures. The sudden adoption of the innovation without prior preparation and training causes the ineffective implementation of online learning in most institutions. Based on this description, insufficient information is available regarding the experiences of the student population, which are the most affected by online learning in higher education. Therefore, this study aims to explore the experiences of pre-service teachers regarding their numerous abilities to provide a good online learning program. Using a qualitative focus group study design, data were obtained through the focus group discussion (FGD) on 58 and 52 teachers, which were divided into 10 study groups during the first and final semesters. The results showed that both groups had similar and different experiences, regarding lecturers' ability to effectively perform online learning. According to the experience of the participants, the lecturers with pedagogical and social-personal skills were able to emphasize and encourage the attractiveness of online learning. In addition, some of the differences highly depended on the specific indicators of the two aspects. These results are expected to provide a framework for university lecturers and administrators, towards implementing the learning process.
COVID-19, focus group study, higher education, online learning, pedagogical and social-personal skills, pre-service teacher
Authors are grateful to Universitas Ahmad Dahlan, UIN Sunan Kalijaga Yogyakarta, Universitas Muhammadiyah Bangka Belitung, Universitas Nahdlatul Ulama Surakarta, and specifically all participants who were voluntarily involved in the data collection.
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Recommended APA Citation
Suyatno, S., Sibawaihi, S., Wantini, W., Firdausi, D. K., & Patimah, L. (2023). Comparing the Experience of Pre-Service Teachers in the First and Final Semesters in Online Learning Using a Focus Group Study. The Qualitative Report, 28(4), 1230-1248. https://doi.org/10.46743/2160-3715/2023.5727