Abstract
Due to the restrictions of direct interactions during the pandemic, educational practices have massively and simultaneously shifted to remote teaching. Remote teaching is to some extent often viewed as an ineffective means of instructional delivery. It lacks the kind of interactions between teachers and students that are primarily found in traditional classrooms. In addition to ubiquitous technical hindrances, many educators find students' learning progress hard to monitor in remote teaching. The obstacles in remote teaching have prompted the government and educators to explore the possibilities of holding face-to-face meetings in a blended learning format amid the pandemic. This paper is aimed to present a sketch of students' perceptions of the possibilities of combining face-to-face classes with online learning during a pandemic. Using online surveys for data gathering and descriptive statistics for data analysis, this study found that students’ perception of current emergencies influences their preferred mode of instructional delivery. The students appear to be much more tolerant of numerous hindrances in remote teaching than the potential risks of COVID-19 transmission. Most students in this study preferred fully online learning to blended learning. For them, health is the top priority.
Highlights
Education practitioners worldwide are facing challenges to make the best decisions amid the COVID-19 pandemic (Daniel, 2020)
This study aimed to find out whether students‟ preference for fully online-blended learning is related to their reasons for staying safe during the pandemic
Researchers conducted a Chi-Square test to examine the alternative hypothesis; namely, students' preference for online-blended learning is related to their reasons to stay safe during the pandemic
Summary
Education practitioners worldwide are facing challenges to make the best decisions amid the COVID-19 pandemic (Daniel, 2020). The first option was to shut down offline teaching and ask students to learn by themselves at home (Dhawan, 2020). The second option was to teach face-to-face in the classroom under certain conditions, such as limiting the number of the students in each class adhering to physical distancing, wearing masks, and washing hands. Education has shifted to remote teaching during the pandemic (Handarini & Wulandari, 2020; Rosyada & Sundari, 2021). Making the best decisions for education during a pandemic is not always easy, and decision-makers need to consider numerous issues such as people's digital literacy skills, their technical capabilities to access digital materials, and internet support. Health is one of the top priorities that cannot be neglected
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