Teacher's Perspectives of Online Learning vs. Offline Leaning: A Case Study from West Java
Since the start of the COVID-19 pandemic, the education system has undergone dramatic changes. The teaching and learning process is no longer done in a usual classroom setting; instead, it involves virtual meetings and online classes. This paper intended to describe the opinions of English teachers in Geeta School National Plus, in Cirebon, West Java about the advantages and disadvantages of the online and offline settings, and the possibility of combining the two systems in their school. The research used a case study design. The participants were two English teachers in Geeta School National Plus. The data were collected in May 2021 through offline and online interviews using the Google Meet application. The data were analysed qualitatively. The results showed that the teachers agreed that online learning is the best possible solution during the COVID-19 pandemic. Yet, they also agreed that there is a wide opportunity to apply a blended-learning system in the school in accordance with the government rules. This implies that the school or the government need to provide adequate supporting facilities to ensure successful implementation of blended learning.
Keywords: blended-learning, education, online, offline setting
 Chrysna, M. Kebijakan pendidikan formal anak pada masa pandemi Covid-19. Kompas.id; 2020 Jul 24. Retrieved from: https://kompaspedia.kompas.id/baca/paparantopik/kebijakan-pendidikan-formal-anak-pada-masa-pandemi-covid-19
 Yang, D., Wen, M., Howley, I., Kraut, R., Rosé, C.: Exploring the effect of confusion in discussion forums of massive open online courses. In: L@S 2015 - 2nd ACM conference onLearning@ Scale, pp. 121–130 (2015) https://doi.org/10.1145/2724660.2724677
 Hong, Y., Li, X., Lin, Y., Xie, J., Yan X., and Lin, Z, (2020): A comparative study of online education and traditional offline education during COVID-19. DOI: 10.21203/rs.3.rs-61593/v1. Retrieved from https://www.researchsquare.com/article/rs-61593/v1.
 Singh, S., Rylander, D. H. & Mims, T. C. (2012). Efficiency of online vs. offline learning of inputs and outcomes. International Journal of Business, Humanities and technology. 2(1), 93-98
 Lowry, L. (2015). Bridging the Business Data Divide: Insights into Primary and Secondary Data Use by Business Researchers. IASSIST Quarterly, 39(2), 14. https://doi.org/10.29173/iq779
 Rahman, M. S. (2017). The advantages and disadvantages of using qualitative and quantitative approaches and methods in language" testing and assessment" research: A Literature Review. Journal of Education and Learning, 6(1), 102-112. Retrieved from http://dx.doi.org/10.5539/jel.v6n1p10
 Gupta, D. & Khairina, N. N. (2020). COVID-19 and learning inequities in Indonesia: Four ways to bridge the gap. World Bank Blogs. https://blogs.worldbank.org/eastasiapacific/covid-19-and-learning-inequities-indonesia-four-ways-bridge-gap.
 Arkorful V, Abaidoo N. The role of e-learning, advantages and disadvantages of its adoption in higher education. International Journal of Instructional Technology and Distance Learning. 2015;12(1):29-42.
 Li, F., Qi, J., Wang, G., & Wang, X. (2014). Traditional Classroom vs E-learning in Higher Education: Difference between Students’ Behavioral Engagement. International Journal of Emerging Technologies in Learning (iJET), 9(2), pp. 48–51. https://doi.org/10.3991/ijet.v9i2.3268
 Gustiani S. Students’ motivation in online learning during Covid-19 pandemic era: A case study. Holistics Journal. 2020;12(2):23-40.
 Firmansyah F. Motivasi belajar dan respon siswa terhadap online learning sebagai strategi pembelajaran di masa pandemi Covid-19. Edukatif: Jurnal Ilmu Pendidikan. 2021;3(2):589–597.
 Sadikin, A. ., & Hamidah, A. (2020). Pembelajaran Daring di Tengah Wabah Covid-19: (Online Learning in the Middle of the Covid-19 Pandemic). BIODIK: Jurnal Ilmiah Pendidikan Biologi, 6(2), 214-224. https://doi.org/10.22437/bio.v6i2.9759
 Artino AR. Motivational beliefs and perceptions of instructional quality: predicting satisfaction with online training. Journal of Computer Assisted Learning. 2008;24(3):260-270. https://doi.org/10.1111/j.1365-2729.2007.00258.x
 Keller JM. First principles of motivation to learn and e3-learning. Distance Education. 2008;29(2):175–185. https://doi.org/10.1080/01587910802154970
 Wighting MJ, Liu J, Rovai AP. Distinguishing sense of community and motivation characteristics between online and traditional college students. Quarterly Review of Distance Education. 2008;9(3):285–295.
 Yukselturk E, Bulut S. Predictors for student success in an online course. Educational Technology & Society. 2007;10(2):71–83.
 Knowles E, Kerkman D. An investigation of students’ attitude and motivation toward online learning. Insight: A Collection of Faculty Scholarship-Student Motivation. 2007;2:70-80.
 Ryan RM, Deci EL. Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist. 2000;55(1):68–78. https://doi.org/10.1037/0003-066X.55.1.68