EXPLORING OPPORTUNITIES FOR EMBEDDING POST-PANDEMIC SCHOOL PRACTICES: LESSON LEARNED FROM COMPULSORY ONLINE LEARNING

Abstract

Throughout the Covid-19 pandemic, schools were to make emergency shift from full offline to online learning. With limited time given, schools were forced to bring out all their best potential in implementing this online learning. Such situation described the actual abilities, potentials, and challenges of each school in implementing online learning. By adopting a case-oriented multiple-case study, this study aimed at exploring the opportunities of embedding online learning as an integral part of post-pandemic teaching practices in urban and rural school in West Kalimantan province. Data from in-depth interpersonal and group interviews of 22 rural and urban schools, with 66 participants, indicated that both rural and urban schools struggled with teachers’ and pupils’ unpreparedness to integrate technologies in their learning. To keep classes running, seven teaching – learning scenarios were developed. In doing so, three layers of challenges were identified; primary, secondary and tertiary challenges. To make online learning possible to be embedded in schools’ post-pandemic practices, this research reports a number strategic recommendations proposed by participating schools