Teachers’ Perception toward the Obstacles of E-Learning Classes
Abstract
This study aims to describe the teacher's perception of the obstacles in the implementation of e-learning in the learning process and the recommendation to solve the problems. This research is a qualitative descriptive study. The research subjects were two teachers who taught at a University in Yogyakarta. The research data collected through in-depth interviews, which were analyzed descriptively by using interactive techniques. The Interactive analysis is done by collecting data, reducing data, presenting data, and drawing conclusions. The results of the data analysis show that two teachers were not too familiar with e-learning, so they still have many obstacles in the teaching process by using e-learning. There are several obstacles, such as obstacles in teaching by using e-learning as devices, teachers' knowledge, time management, and students ’motivation. In order to run e-learning entirely, then these obstacles should be solved first. There are two teachers suggest overcoming the obstacles, such as training for the teachers, and repairing the facilities of the institution.
Downloads
Metrics
References
Ajzen, I., Fishbein, M. (1980). Understanding attitudes and predicting social behaviour. Englewood Cliffs, NJ: Prentice-Hall.
Akhdar, A., (2006). Reality of the Use of Computers and Obstacles to their Use in Al Amal Academies’ and Programs’ Elementary Level Curricula, Unpublished MA thesis, King Saud University, Kingdom of Saudi Arabia.
Arikunto, S. (2005). Manajemen Penelitian [Research Management]. Jakarta: RinekaCipta.
Barbara Means, Y. T. (2007). Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies. Center for Technology in Learning, U.S. Department of Education.
Bargh, J. A., Chen, M., Burrows, L. (1996). Automaticity of social behavior: Direct effects of trait construct and stereotype activation on action. Journal of Personality and Social Psychology, 71(2), 230-244. https://doi.org/10.1037/0022-3514.71.2.230
Bogdan, R. C., Biklen, S. K. (2007) Qualitative Research for Education: An Introduction to Theory and Methods. 5th Edition. Boston: Allyn & Bacon.
Chen, C. C., Wu, J., Yang, S. C. (2006). The efficacy of online cooperative learning systems, the perspective of task-technology fit. Campus-Wide Information Systems, 23(3). https://doi.org/10.1108/10650740610674139
Cooney, T. J. (2001). Considering the paradoxes, perils, and purposes of conceptualizing teacher development. In F. L. Lin (Ed.), Making Sense of Mathematics Teacher Education (pp. 9–31). Dordrecht: Kluwer Academic Publishers
Covey, S. (1990). The 7 Habits of Highly Effective People. New York: The Free Press.
Epignosis. (2014). E-learning concepts, trends, applications. San Francisco.
Feldman, R., Zucker, D. (2002). Teaching and Learning Online – Communication, Community, and Assessment. University of Massachusetts.
Fry, K. (2001). E-learning markets and providers: some issues and prospects. Education + Training, 45(4/5), 233-239. https://doi.org/10.1108/EUM0000000005484
Hardaker, G., Singh, G. (2011). The adoption and diffusion of eLearning in UK universities: A comparative case study using Giddens’s theory of structuration. Campus-Wide Information Systems, 28(4), 221-233. https://doi.org/10.1108/10650741111162707
Hiltz, S. R. (1998). The virtual classroom: Learning without Limits via Computer Network. Nor Wood, NJ: Albex Publishing Corporation.
Joshi, R., Kaur, G. (2011). Role of internet in a language classroom. Journal of Technology for ELT, 1(4).
Lee, T. S., Tsai, H. J. (2005). The effects of business operation mode on market orientation learning orientation and innovativeness. Industrial Management & Data Systems, 105(3-4), 325-348. https://doi.org/10.1108/02635570510590147
Hardaker, G., Singh, G. (2011). The Adoption and Diffusion of eLearning in UK Universities: A Comparative Case Study Using Giddens’s Theory of Structuration. Campus-Wide Information Systems, 28(4), 221-233. https://doi.org/10.1108/10650741111162707
Huddlestone, J., Pike, J. (2008). Seven key decision factors for selecting e-learning. Cognition, Technology & Work, 10(3), 237-247. https://doi.org/10.1007/s10111-007-0102-z
Macharia, J. K., Pelser, T. G. (2012). Key factors that influence the diffusion and infusion of information and communication technologies in Kenyan higher education. Studies in Higher Education, (ahead-of-print), 1-15.
Moos, D. C., Azevedo, R. (2009). Learning With Computer-Based Learning Environments: A Literature Review of Computer Self-Efficacy, Review of Educational Research, 79 (2), 576-600. https://doi.org/10.3102/0034654308326083
Ovide, E. (2013). Intercultural Education with Indigenous Peoples and the Potential of Digital Technologies to Make it Happen. In F. García-Peñalvo (Ed.), Multiculturalism in Technology-Based Education: Case Studies on ICT-Supported Approaches (pp. 59-78). Hershey, PA: Information Science Reference.
Reeder, K., Macfadyen, L.P., Roche, J., Chase, M., (2004). Negotiating culture in cyberspace: participation patterns and problematics. Language Learning and Technology, 8(2), 88-105.
Solc, M., Legemza, J., Sutoova, A., Girmanova, L. (2012). Experiences with Utilizing E-learning in Education Process in University Environment. Procedia – Social and Behavioral Sciences, 46, 5201-5205.
Syafi’i, A. 2005. Metodologi Penelitian Pendidikan [Educational Research Methodology]. Surabaya: Elkaf.
Tanzeh, A. 2004. Metode Penelitian Praktis [Practical Research Methodology]. Jakarta: PT Bina Ilmu.
Tinio, E. (2002). ICT in education. Available in http://www.eprimers.org
Wang, W. T., Wang, C. C. (2009). An empirical study of instructor adoption of web-based learning systems. Computers & Education, 53(3), 761-774. https://doi.org/10.1016/j.compedu.2009.02.021
Wilson, M. S., Cooney, T. J. (2002). Mathematics teacher change and development. In G. C. Leder, E. Pehkonen, G. Torner (Eds.), Beliefs: A hidden variable in mathematics education (pp. 127-147). Dordrecht: Kluwer
Wlodkowski, R. J. (2005). Adults in Modern Society are on a Lifelong Educational Journey. Available from http://userpages.umbc.edu/~koconne1/605TheAdultLearner/elearning.htm
Wong, L.-H., Looi, C.-K. (2011). What seams do we remove in mobile-assisted seamless learning? A critical review of the literature. Computers & Education, 57(4), 2364–2381. https://doi.org/10.1016/j.compedu.2011.06.007
Zhang, H., Keung, J., Kitchenham, B., Jeffery, R. (2008). Semi-quantitative Modelling for Managing Software Development Processes. 19th Australian Conference on Software Engineering (ASWEC 2008), Perth, WA, pp. 66-75. https://doi.org/10.1109/ASWEC.2008.4483194
Copyright (c) 2019 Sutri Windiarti, Nurul Fadilah, Eka Dhermawati, Bambang Widi Pratolo

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
By submitting the manuscript of the article, the authors agree with this policy with no specific document sign-off required.
The authors certify that:
- if the manuscript is co-authored, they are authorized by their co-authors to enter into these arrangements.
- the work described has not been formally published before in a registered ISSN or ISBN media, except in the form of an abstract or as part of a published lecture, review, or thesis.
- it is not under consideration for publication elsewhere,
- its publication has been approved by all the author(s) and by the responsible authorities – tacitly or explicitly – of the institutes where the work has been carried out.
- they secure the right to reproduce any material that has already been published or copyrighted elsewhere (it does not infringe the rights of others).
- they agree to Ethical Lingua license and copyright agreement.
All articles published by Ethical Lingua are licensed under Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
License and Copyright Agreement
- Authors retain copyright and other proprietary rights related to the article.
- Authors retain the right and are permitted to use the substance of the article in own future works, including lectures and books.
- Authors grant the journal right of first publication with the work simultaneously licensed under Creative Commons Attribution License (CC BY-NC-SA 4.0) that allows others to share the work with an acknowledgement of the work's authorship and initial publication in Ethical Lingua.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in Ethical Lingua.
- Authors are permitted and encouraged to post or self-archive their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.