2.1.6.1. Teachers and students’ motivations and attitudes towards online learning
Online learning, technology-enhanced learning, and remote learning are all phrases that are sometimes used interchangeably with the term "e-learning."
Distance education is "the method of carrying out specially designed
instructional activities through various media connecting teachers and students in cases where the implementation of physical classroom teaching is not possible due to the limitations of traditional learning-teaching methods, according to Kaya (2002). Online learning relates particularly to using the internet and the web, while e-learning can refer to any type of technology, according to A.W. Bates (2005). It is evident that the majority of new learning opportunities now exist in digital environments helped by the internet (Crawford, 2009). Online courses are classes "where most or all of the information is given online... (and students) often have access to a computer or other device". Some contradicting outcomes from related studies emerge, and they are about teachers’ and students’ perceptions and attitudes toward the effectiveness and execution of emergency online English teaching. While some English teachers believe that switching to emergency online teaching can maintain the quality of language instruction and help students improve their language skills, others are skeptical. On the bright side, research has shown that teachers value the utility and simplicity of online teaching platforms and learning management systems as an alternative to maintaining education during moments of crisis, such as with the Covid-19 (Rahayu and Wirza, 2020; Rifiyanti, 2020). One of the aspects teachers value is that they take on new roles as remote instructors during the pandemic and gain experience teaching online, while also expanding their technical knowledge to integrate pedagogical and content knowledge, which is an important component of teacher competencies (Lie et al., 2020). Apart from teaching entirely online, English language teachers praise blended learning, which they say is successful and promote self-directed learning (Aji et al., 2020;
Dahmash, 2020).
Students prefer emergency online learning over English teachers throughout the world, but some research reveals inconsistencies (Deli and Allo, 2020; Karim and Hasan, 2020). These studies reveal that students
value learning English online during the pandemic because of the flexibility and autonomy it provides, as well as the confidence it offers. Students, on the other hand, find online learning to be motivating. Not only does the interactive course environment help them enhance their language skills, but it also helps them increase their ICT competence (Aji et al., 2020). Social media aids the students‟ ability to adjust to online learning by helping to focus on the online learning community, in which they recreated linguistic content using free online resources and engage in social interaction with their classmates and teachers (Krishan et al., 2020; Mustadi et al., 2021). Another aspect that students like is that online learning is suited for visually impaired individuals learning English at home (Hamid, 2020).
2.1.6.2. Students’ barriers to online learning in different contexts
Barriers can be defined as roadblocks that prevent students from achieving their learning objectives (Henderikx et al., 2019). A wide range of research has been conducted to explore online learning’s impediment factors, based on regional characteristics, types of learners, local educational legislation, or technological progress in a certain region. Learners’ difficulties in reading, writing, typing skills, technical problems with computers, feeling of isolation, family issues, interaction, lack of time, insufficient academic background, workplace issues and lack of support from family and friends or the workplace, insufficient technology background, computer and/or internet issues, and lack of instructor presence are synthesized as online learning barriers by Henderikx et al. (2019).
Furthermore, the findings of Henderikx et al. (2019), empirical investigation reveal issues with students responsibility for learning, a lack of time, poor course material, a lack of enthusiasm, and poor instructional quality, and/or family challenges.
Muilenburg and Berge (2005) outline eight barriers: (1) social
interaction, (2) administrative/instructional challenges, (3) time and study assistance, (4) learner motivation, (5) technical issues, (6) cost and Internet access, (7) technical skills, and (8) academic skills. (Ardichvili, 2008) discovers different results by naming the barriers from learners’ perspectives as (1) interpersonal factors – e.g. fear of criticism and fear of misleading others; (2) procedural factors – i.e. lack of clarity on the best way to share, etc.; (3) technological factors – i.e. lack of technological aptitude; and, unlike other studies, the researcher discovers the impact of (4) cultural factors – e.g.
saving face, in-group orientation, etc.
Al-Senaidi et al. (2009) uncover many challenges in distant learning by evaluating the viewpoints of faculty or participants with teaching roles, including (1) lack of equipment, (2) lack of institutional support, (3) disbelief of ICT advantage, (4) lack of confidence, and (5) lack of time. Interestingly, Bacow et al. (2012) discover some significant barriers, including (1) the fear of losing their faculty status, and (2) the increased time commitment required to prepare for an online exam.