eprintid: 12215
rev_number: 9
eprint_status: archive
userid: 2953
dir: disk0/00/01/22/15
datestamp: 2021-12-21 03:39:17
lastmod: 2021-12-21 03:39:17
status_changed: 2021-12-21 03:39:17
type: article
metadata_visibility: no_search
creators_name: Mulyono, Herri
creators_name: Ismayana, Deana
creators_name: Liestyana, Anggi Rizki
creators_name: Komara, Cahya
creators_id: hmulyono@uhamka.ac.id
creators_id: deanaismayana@gmail.com
creators_id: aanggirizky@gmail.com
creators_id: cahya.komara@uhamka.ac.id
creators_orcid: 0000-0001-7994-8440
title: EFL TEACHERS' PERCEPTIONS OF INDONESIAN BLENDED LEARNING COURSE ACROSS GENDER AND TEACHING LEVELS
ispublished: pub
subjects: LB
subjects: PE
subjects: T1
divisions: 88203
abstract: Studies examining teachers’ perceptions of the application of blended learning abound in literature, however, few have explored if the teachers’ perception differed in reference to their gender and teaching level. In the current study, English as a foreign language (EFL) teachers’ perceptions of Indonesian blended learning practices from the perspective of their gender and teaching levels were examined. A total of 247 EFL teachers across teaching levels, i.e. lower secondary school, upper secondary school, university, informal education and other levels were surveyed. Statistical analyses using Rasch Model and ANOVA were performed to analyse the quantitative data. The findings showed that teachers’ perceptions about blended learning were positive but were not statistically significantly different between male and female teachers. Regarding teaching levels, teachers’ perceptions about skill and experience and their motivation to exercise blended learning were significantly different (Fskill and experience= 5.373, p < .05; Fmotivation= 2.555, p < .05), whereas the interaction and communication as well as the effectiveness and flexibility domains were not. More specifically, university teachers’ perceptions regarding skill and experience statistically differed from those teaching in upper secondary school (M = 2.48, p < .05) and informal education (M = 2.48, p < .05). Insufficient training and supports on blended learning were the primary challenges that constrained teachers from designing and managing the blended learning activities, consequently preventing them from addressing technical issues that emerged during blended learning practices
date: 2021
date_type: published
publisher: IATEFL Poland Computer Special Interest Group, University of Nicosia Maria Curie-Skłodowska University
official_url: https://www.ceeol.com/search/article-detail?id=924222
full_text_status: public
publication: The Journal of Teaching English with Technology
volume: 21
number: 1
pagerange: 60-74
refereed: TRUE
issn: 1642-1027
related_url_url: https://tewtjournal.org/volume-2021/volume-21-issue-1/
related_url_type: org
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citation:   Mulyono, Herri dan Ismayana, Deana dan Liestyana, Anggi Rizki dan Komara, Cahya  (2021) EFL TEACHERS' PERCEPTIONS OF INDONESIAN BLENDED LEARNING COURSE ACROSS GENDER AND TEACHING LEVELS.  The Journal of Teaching English with Technology, 21 (1).  pp. 60-74.  ISSN 1642-1027     
document_url: http://repository.uhamka.ac.id/id/eprint/12215/1/ARTICLE4.pdf