Supporting and Engaging Border Area Teachers in Online Learning

A Case Study in North Kalimantan, Indonesia

DOI

10.2991/assehr.k.211219.004How to use a DOI?

Keywords

Online Learning; Border Area Teachers; Professional Development

Abstract

During the corona pandemic, online learning is perceived as a way to continue teaching and learning activities. This technique, although agreed upon, is controversial. Teachers’ readiness is required to teach with the ability to use effective and efficient learning technology. The facts in the field are that many teachers are still not yet proficient in using learning technology, particularly in North Kalimantan province. The purpose of this research is to support and engaging border area teachers in online learning. Survey research was conducted with 290 teachers in the districts of the province of North Kalimantan. Teacher questionnaire was given and analyzed qualitatively to reveal the problems faced by the teachers in online learning. The results show that almost all the teachers faced difficulty in online teaching; it was about their readiness in preparation, teaching, and learning process until the assessment. This result implies that the teachers must continue their professional development, especially in knowledge upgrading in online learning and technology-supported teaching.

Copyright

© 2021 The Authors. Published by Atlantis Press SARL.

Open Access

This is an open access article under the CC BY-NC license.

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TY  - CONF
AU  - Arifin
AU  - Woro Kusmaryani
PY  - 2021
DA  - 2021/12/23
TI  - Supporting and Engaging Border Area Teachers in Online Learning
BT  - Proceedings of the 2nd International Conference on Innovation in Education and Pedagogy (ICIEP 2020)
PB  - Atlantis Press
SP  - 17
EP  - 21
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.211219.004
DO  - 10.2991/assehr.k.211219.004
ID  - 2021
ER  -