Challenges of Vocational Teachers in Student-Teacher Interaction in Synchronous Online Learning in Indonesia
- DOI
- 10.2991/assehr.k.220305.005How to use a DOI?
- Keywords
- student-teacher interaction; synchronous online learning; vocational teacher; challenges; covid-19
- Abstract
The COVID-19 pandemic has hit the world, and it has made learning to switch to distance learning. One type of distance learning is online learning. Indeed, when students and teachers conduct learning connected via the internet, it becomes difficult to interact, especially synchronously. The interaction of students and teachers is inevitable in learning. Therefore, this paper investigates the challenges confronted by vocational high school teachers when interacting with students through synchronous online learning. A qualitative approach and In-depth interview techniques were used on five teachers in the Agribusiness Processing Agricultural Products program. One of the challenges confronted by teachers in interacting synchronously is when students close their video cameras. There are various arguments and attitudes of teachers regarding this phenomenon. Teachers were astonished, concerned, and miffed. It is a form of disrespect for the teachers. Generally, teachers tolerate this phenomenon because of technical problems encountered by students, for example, weak signals and unsupported devices. Finally, one alternative to deal with this phenomenon is to implement varied platforms outside synchronous.
- Copyright
- © 2022 The Authors. Published by Atlantis Press SARL.
- Open Access
- This is an open access article under the CC BY-NC license.
Cite this article
TY - CONF AU - Maulana Noor Fajri Al Hajar AU - Ade Gafar Abdullah PY - 2022 DA - 2022/03/30 TI - Challenges of Vocational Teachers in Student-Teacher Interaction in Synchronous Online Learning in Indonesia BT - Proceedings of the 4th International Conference on Innovation in Engineering and Vocational Education (ICIEVE 2021) PB - Atlantis Press SP - 19 EP - 24 SN - 2352-5398 UR - https://doi.org/10.2991/assehr.k.220305.005 DO - 10.2991/assehr.k.220305.005 ID - AlHajar2022 ER -