While it is widely acknowledged that educational technology has been used as an online learning modality, socio-emotional aspects are still in crisis during the post-COVID-19 era. Theorized in Alexander’s dialogic teaching and Delahunty's socio-emotional connection, this phenomenology study addresses two Indonesian teachers’ perceptions of dialogical-based online teaching and socio-emotional connections. The data were empirically garnered from semi-structured interviews and teaching documents. Findings shed some lights on four macro parameters of socio-emotional aspects within dialogic-based online teaching framework: transformation of pedagogical content, learning interaction, sense of community, and identity formation. The present study theoretically and practically contributes to sociocultural dimensions of dialogic teaching construction in online classroom.
dialogic teaching, socio-emotional connection, online classroom, Indonesian teachers
We would like to acknowledge Center for Education Financial Services that has fully support our research funding. We also would like to thank all the assistance of informants who took part in this study. Without their cooperation, it would not be possible to complete this research that depends on the information of their best practices.
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Recommended APA Citation
Nimasari, E. P., Setiawan, S., Munir, A., & Suhartono, S. (2023). Why didn't I make it digital: Indonesian Teachers’ Perception of Dialogical-Based Online Teaching and Socio-Emotional Connections. The Qualitative Report, 28(8), 2258-2277. https://doi.org/10.46743/2160-3715/2023.6105