SCRUTINIZING STUDENTS ONLINE LEARNING PERFORMANCE: A CASE STUDY ON STUDENT AGENCY
Main Article Content
Abstract
This study aims to recognize the students’ mindset profile and find out how mindset as one of the elements of agency helps senior high school students to cope with difficulties in online learning. This study used a qualitative case study approach involving two students from different Senior High Schools in Cimahi. This study which specifically focused on the mindset of student agency gained its data from observation, interview, and documentation. The results of the analysis revealed that belief in one’s capability is the main element in mindset since it influences one’s attitude towards online learning, achievement in learning, and resilience concerning learning online. Regarding to the result of the study, it can be concluded that developing student agency can be started by encouraging students to believe in their capacity.
Article Details
How to Cite
Mulyani, M., & Novianti, A. (2024). SCRUTINIZING STUDENTS ONLINE LEARNING PERFORMANCE: A CASE STUDY ON STUDENT AGENCY. English Review: Journal of English Education, 10(3), 983-992. https://doi.org/10.25134/erjee.v10i3.6334
Issue
Section
Articles
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- 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 this journal.
- Authors are permitted and encouraged to post 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 (See The Effect of Open Access).
References
Adebo, P. (2018). Online teaching and learning. International Journal of Advanced Research in Computer Science and Software Engineering, 8(2), 73. https://doi.org/10.23956/ijarcsse.v8i2.549
Bandura, A. (2018). Toward a psychology of human agency: Pathways and reflections. Perspectives on Psychological Science, 13(2), 130–136. https://doi.org/10.1177/1745691617699280
Barrot, J. S., Llenares, I. I., & del Rosario, L. S. (2021). Students’ online learning challenges during the pandemic and how they cope with them: The case of the Philippines. Education and Information Technologies, 26(6), 7321–7338. https://doi.org/10.1007/s10639-021-10589-x
Christensen, L. B., Johnson, R. B., & Turner, L. A. (2015). Research methods, design, and analysis. Pearson Education Limited.
Coman, C., Țîru, L. G., Meseșan-Schmitz, L., Stanciu, C., & Bularca, M. C. (2020). Online teaching and learning in higher education during the coronavirus pandemic: Students’ perspective. Sustainability (Switzerland), 12(24), 1–22. https://doi.org/10.3390/su122410367
Dweck, C. S., & Yeager, D. S. (2019). Mindsets: A view from two eras. Perspectives on Psychological Science, 14(3), 481–496. https://doi.org/10.1177/1745691618804166
Efriana, L. (2021). Problems of online learning during covid-19 pandemic in EFL classroom and the solution. JELITA: Journal of English Language Teaching and Literature, 2(1), 2721–1916.
Eva, N., Parameitha, D. D., Farah, F. A. M., & Nurfitriana, F. (2021). Academic resilience and subjective well-being amongst college students using online learning during the covid-19 pandemic. KnE Social Sciences. https://doi.org/10.18502/kss.v4i15.8206
Fauzi, R. A., & Asri, Y. (2022). Barriers and solutions in online learning during the covid-19 pandemic, Indonesian language education students at the Riau Islamic University. Proceedings of the Ninth International Conference on Language and Arts (ICLA), 14–18.
Hafeez, M., Kazmi, Q. A., & Tahira, F. (2022). Challenges faced by the teachers and students in online learning during covid-19. Cakrawala Pendidikan, 41(1), 55–70. https://doi.org/10.21831/cp.v41i1.35411
Komang, N., Widayanti, A., & Suarnajaya, W. (2021). Students challenges in learning English online classes. Jurnal Pendidikan Bahasa Inggris Undiksha, 9(1), 77–84. https://doi.org/10.23887/jpbi.v9
Kopzhassarova, U., Akbayeva, G., Eskazinova, Z., Belgibayeva, G., & Tazhikeyeva, A. (2016). Enhancement of students’ independent learning through their critical thinking skills development. Journal of Environmental & Science Education, 11(18), 11585-11592.
Kostaki, D., & Karayianni, I. (2022). Houston, we have a pandemic: Technical difficulties, distractions and online student engagement. Student Engagement in Higher Education Journal, 1–22. https://doi.org/10.31219/osf.io/6mrhc
Kulal, A., & Nayak, A. (2020). A study on perception of teachers and students toward online classes in Dakshina Kannada and Udupi district. Asian Association of Open Universities Journal, 15(3), 285–296. https://doi.org/10.1108/AAOUJ-07-2020-0047
Layali, K., & Al-Shlowiy, A. (2020). Students’ perceptions of e-learning for ESL/EFL in Saudi universities at time of coronavirus: A literature review. Indonesian EFL Journal, 6(2), 97-108.
Legault, L. (2016). Intrinsic and extrinsic motivation. In Encyclopedia of Personality and Individual Differences (pp. 1–4). Springer International Publishing. https://doi.org/10.1007/978-3-319-28099-8_1139-1
Luo, H., Yang, T., Xue, J., & Zuo, M. (2019). Impact of student agency on learning performance and learning experience in a flipped classroom. British Journal of Educational Technology, 50(2), 819–831. https://doi.org/10.1111/bjet.12604
Martin, A. J., Collie, R. J., & Nagy, R. P. (2021). Adaptability and high school students’ online learning during covid-19: A job demands-resources perspective. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.702163
Melgaard, J., Monir, R., Lasrado, L. A., & Fagerstrøm, A. (2021). Academic procrastination and online learning during the covid-19 pandemic. Procedia Computer Science, 196, 117–124. https://doi.org/10.1016/j.procs.2021.11.080
Min, Q., Chen, Y., Liu, N., & Zuo, M. (2018). A learning style model designed for online learning environments. International Journal of Information and Education Technology, 8(9), 623–627. https://doi.org/10.18178/ijiet.2018.8.9.1111
Mushtahaa, E., Dabousa, S., Alsyoufa, I., Ahmeda, A., & Abdraboh, N. (2022). The challenges and opportunities of online learning and teaching at engineering and theoretical colleges during the pandemic. Ain Shams Engineering Journal, 13(6), 101770.
O’Riley, B. (2014). Future-focused learning in connected communities. 21st Century Learning Reference Group.
Parry, J. (2016). Learner agency NZC. In Customizedu Net.
Prayudha, J. S. (2021). Students’ problems face in online learning amidt pandemic. Acitya: Journal of Teaching & Education, 3(2), 2021. http://journals.umkt.ac.id/index.php/acitya
Price-Mitchell, M. (2015). Does your classroom cultivate student resilience? Edutopia. https://www.edutopia.org.
Rahayu, R. P., & Wirza, Y. (2020). Teachers’ perception of online learning during pandemic covid-19. Jurnal Penelitian Pendidikan, 20, 392–406.
Rahman, M. A., Novitasari, D., Handrianto, C., & Rasool, S. (2022). Challenges in online learning assessment during the covid-19 pandemic. Kolokium Jurnal Pendidikan Luar Sekolah, 10(1), 15–25. https://doi.org/10.24036/kolokium.v10i1.517
Reeve, J., & Shin, S. H. (2020). How teachers can support students’ agentic engagement. Theory into Practice, 59(2), 150–161. https://doi.org/10.1080/00405841.2019.1702451
Rhew, E., Piro, J. S., Goolkasian, P., & Cosentino, P. (2018). The effects of a growth mindset on self-efficacy and motivation. Cogent Education, 5(1), 1-16. https://doi.org/10.1080/2331186X.2018.1492337
Roddy, C., Amiet, D. L., Chung, J., Holt, C., Shaw, L., McKenzie, S., Garivaldis, F., Lodge, J. M., & Mundy, M. E. (2017). Applying best practice online learning, teaching, and support to intensive online environments: An integrative review. In Frontiers in education (Vol. 2). Frontiers Media S.A. https://doi.org/10.3389/feduc.2017.00059
Silver, D., & Stafford, D. (2017a). Creating student agency through self-efficacy and growth mindset. Teaching Kids to Thrive: Essential Skills for Success, 67–92. https://doi.org/10.4135/9781506374413.n4
Teng, F. (2018). Autonomy, agency, and identity in teaching and learning english as a foreign language. In Autonomy, agency, and identity in teaching and learning english as a foreign language. Springer Singapore. https://doi.org/10.1007/978-981-13-0728-7
Vaughn, M., Premo, J., Erickson, D., & McManus, C. (2020). Student agency in literacy: Validation of the Student Agency Profile (StAP). Reading Psychology, 533–558. https://doi.org/10.1080/02702711.2020.1783147
Wiratman, A., & Rahmadani, E. (2022). The covid-19 pandemic and online learning: Challenges for university students. Indonesian Journal of Research and Educational Review, 1(3), 316–325. https://doi.org/10.51574/ijrer.v1i2.439
Yuzulia, I. (2021). The challenges of online learning during pandemic: Students’ voice. Wanastra: Jurnal Bahasa dan Sastra, 13(1), 8–12. https://doi.org/10.31294/w.v12i1
Zboun, J. S., & Farrah, M. (2021). Students’ perspectives of online language learning during corona pandemic: Benefits and challenges. Indonesian EFL Journal, 7(1), 13–20. https://doi.org/10.25134/ieflj.v7i1.3986
Zeiser, K., Scholz, C., & Cirks, V. (2018). Maximizing student agency: Implementing and measuring student-centered learning practices. American Institutes for Research.
Bandura, A. (2018). Toward a psychology of human agency: Pathways and reflections. Perspectives on Psychological Science, 13(2), 130–136. https://doi.org/10.1177/1745691617699280
Barrot, J. S., Llenares, I. I., & del Rosario, L. S. (2021). Students’ online learning challenges during the pandemic and how they cope with them: The case of the Philippines. Education and Information Technologies, 26(6), 7321–7338. https://doi.org/10.1007/s10639-021-10589-x
Christensen, L. B., Johnson, R. B., & Turner, L. A. (2015). Research methods, design, and analysis. Pearson Education Limited.
Coman, C., Țîru, L. G., Meseșan-Schmitz, L., Stanciu, C., & Bularca, M. C. (2020). Online teaching and learning in higher education during the coronavirus pandemic: Students’ perspective. Sustainability (Switzerland), 12(24), 1–22. https://doi.org/10.3390/su122410367
Dweck, C. S., & Yeager, D. S. (2019). Mindsets: A view from two eras. Perspectives on Psychological Science, 14(3), 481–496. https://doi.org/10.1177/1745691618804166
Efriana, L. (2021). Problems of online learning during covid-19 pandemic in EFL classroom and the solution. JELITA: Journal of English Language Teaching and Literature, 2(1), 2721–1916.
Eva, N., Parameitha, D. D., Farah, F. A. M., & Nurfitriana, F. (2021). Academic resilience and subjective well-being amongst college students using online learning during the covid-19 pandemic. KnE Social Sciences. https://doi.org/10.18502/kss.v4i15.8206
Fauzi, R. A., & Asri, Y. (2022). Barriers and solutions in online learning during the covid-19 pandemic, Indonesian language education students at the Riau Islamic University. Proceedings of the Ninth International Conference on Language and Arts (ICLA), 14–18.
Hafeez, M., Kazmi, Q. A., & Tahira, F. (2022). Challenges faced by the teachers and students in online learning during covid-19. Cakrawala Pendidikan, 41(1), 55–70. https://doi.org/10.21831/cp.v41i1.35411
Komang, N., Widayanti, A., & Suarnajaya, W. (2021). Students challenges in learning English online classes. Jurnal Pendidikan Bahasa Inggris Undiksha, 9(1), 77–84. https://doi.org/10.23887/jpbi.v9
Kopzhassarova, U., Akbayeva, G., Eskazinova, Z., Belgibayeva, G., & Tazhikeyeva, A. (2016). Enhancement of students’ independent learning through their critical thinking skills development. Journal of Environmental & Science Education, 11(18), 11585-11592.
Kostaki, D., & Karayianni, I. (2022). Houston, we have a pandemic: Technical difficulties, distractions and online student engagement. Student Engagement in Higher Education Journal, 1–22. https://doi.org/10.31219/osf.io/6mrhc
Kulal, A., & Nayak, A. (2020). A study on perception of teachers and students toward online classes in Dakshina Kannada and Udupi district. Asian Association of Open Universities Journal, 15(3), 285–296. https://doi.org/10.1108/AAOUJ-07-2020-0047
Layali, K., & Al-Shlowiy, A. (2020). Students’ perceptions of e-learning for ESL/EFL in Saudi universities at time of coronavirus: A literature review. Indonesian EFL Journal, 6(2), 97-108.
Legault, L. (2016). Intrinsic and extrinsic motivation. In Encyclopedia of Personality and Individual Differences (pp. 1–4). Springer International Publishing. https://doi.org/10.1007/978-3-319-28099-8_1139-1
Luo, H., Yang, T., Xue, J., & Zuo, M. (2019). Impact of student agency on learning performance and learning experience in a flipped classroom. British Journal of Educational Technology, 50(2), 819–831. https://doi.org/10.1111/bjet.12604
Martin, A. J., Collie, R. J., & Nagy, R. P. (2021). Adaptability and high school students’ online learning during covid-19: A job demands-resources perspective. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.702163
Melgaard, J., Monir, R., Lasrado, L. A., & Fagerstrøm, A. (2021). Academic procrastination and online learning during the covid-19 pandemic. Procedia Computer Science, 196, 117–124. https://doi.org/10.1016/j.procs.2021.11.080
Min, Q., Chen, Y., Liu, N., & Zuo, M. (2018). A learning style model designed for online learning environments. International Journal of Information and Education Technology, 8(9), 623–627. https://doi.org/10.18178/ijiet.2018.8.9.1111
Mushtahaa, E., Dabousa, S., Alsyoufa, I., Ahmeda, A., & Abdraboh, N. (2022). The challenges and opportunities of online learning and teaching at engineering and theoretical colleges during the pandemic. Ain Shams Engineering Journal, 13(6), 101770.
O’Riley, B. (2014). Future-focused learning in connected communities. 21st Century Learning Reference Group.
Parry, J. (2016). Learner agency NZC. In Customizedu Net.
Prayudha, J. S. (2021). Students’ problems face in online learning amidt pandemic. Acitya: Journal of Teaching & Education, 3(2), 2021. http://journals.umkt.ac.id/index.php/acitya
Price-Mitchell, M. (2015). Does your classroom cultivate student resilience? Edutopia. https://www.edutopia.org.
Rahayu, R. P., & Wirza, Y. (2020). Teachers’ perception of online learning during pandemic covid-19. Jurnal Penelitian Pendidikan, 20, 392–406.
Rahman, M. A., Novitasari, D., Handrianto, C., & Rasool, S. (2022). Challenges in online learning assessment during the covid-19 pandemic. Kolokium Jurnal Pendidikan Luar Sekolah, 10(1), 15–25. https://doi.org/10.24036/kolokium.v10i1.517
Reeve, J., & Shin, S. H. (2020). How teachers can support students’ agentic engagement. Theory into Practice, 59(2), 150–161. https://doi.org/10.1080/00405841.2019.1702451
Rhew, E., Piro, J. S., Goolkasian, P., & Cosentino, P. (2018). The effects of a growth mindset on self-efficacy and motivation. Cogent Education, 5(1), 1-16. https://doi.org/10.1080/2331186X.2018.1492337
Roddy, C., Amiet, D. L., Chung, J., Holt, C., Shaw, L., McKenzie, S., Garivaldis, F., Lodge, J. M., & Mundy, M. E. (2017). Applying best practice online learning, teaching, and support to intensive online environments: An integrative review. In Frontiers in education (Vol. 2). Frontiers Media S.A. https://doi.org/10.3389/feduc.2017.00059
Silver, D., & Stafford, D. (2017a). Creating student agency through self-efficacy and growth mindset. Teaching Kids to Thrive: Essential Skills for Success, 67–92. https://doi.org/10.4135/9781506374413.n4
Teng, F. (2018). Autonomy, agency, and identity in teaching and learning english as a foreign language. In Autonomy, agency, and identity in teaching and learning english as a foreign language. Springer Singapore. https://doi.org/10.1007/978-981-13-0728-7
Vaughn, M., Premo, J., Erickson, D., & McManus, C. (2020). Student agency in literacy: Validation of the Student Agency Profile (StAP). Reading Psychology, 533–558. https://doi.org/10.1080/02702711.2020.1783147
Wiratman, A., & Rahmadani, E. (2022). The covid-19 pandemic and online learning: Challenges for university students. Indonesian Journal of Research and Educational Review, 1(3), 316–325. https://doi.org/10.51574/ijrer.v1i2.439
Yuzulia, I. (2021). The challenges of online learning during pandemic: Students’ voice. Wanastra: Jurnal Bahasa dan Sastra, 13(1), 8–12. https://doi.org/10.31294/w.v12i1
Zboun, J. S., & Farrah, M. (2021). Students’ perspectives of online language learning during corona pandemic: Benefits and challenges. Indonesian EFL Journal, 7(1), 13–20. https://doi.org/10.25134/ieflj.v7i1.3986
Zeiser, K., Scholz, C., & Cirks, V. (2018). Maximizing student agency: Implementing and measuring student-centered learning practices. American Institutes for Research.