Felina Farhah Jatnika, Lia Rahmah Zainiah, Siti Salma Aulia Azzahra


During the Covid-19 outbreak, teachers all over the world are trying to carry out an effective online learning. One of the media to carry out an emergency remote learning is by using video calls to substitute face-to-face meeting. This research attempts to explore the college students' perceptions of using video call applications for the emergency remote learning practices. This study applied a descriptive qualitative approach and used observation and interviews to gather the data from a number of third-level English Education students. The observation was used to answer the issue about how college students perceive online learning using video call application during Covid-19 pandemic. Semi-formal interview was conducted thereafter to get the information about their experiences in detail. The study shows that seven out of 10 students argued that online learning using video call applications is ineffective even though that is the best way to keep learning in this global pandemic situation.

Full Text:

PDF 293-298


Baker, L. M. (2006). Observation: A complex research method. Library Trends, 55(1), 171–189.

Chaney, E. G. (2001). Web-based instruction in a rural high school: A collaborative inquiry into its effectiveness and desirability. NASSP Bulletin, 85(628), 20-35.

Christopher, P. (2015). Synchronous Learning Advantages And Disadvantages In Corporate Training - eLearning Industry. Retrieved November 14, from advantages-and-disadvantages-in-corporate-training

Creswell, J. W. (2003). A framework for design. Research design: Qualitative, quantitative, and mixed methods approaches, 9-11.

Harris, J., Mishra, P., & Koehler, M. (2009). Teachers’ technological pedagogical content knowledge and learning activity types: Curriculum-based technology integration reframed. Journal of Research on Technology in Education, 41(4), pp. 393-416.

Higley, M. (2013). Benefits of synchronous and asynchronous e-learning. Retrieved October 15, from learning

Hrastinski, S. (2008). Asynchronous & synchronous e-learning. EDUCAUSE Quarterly, 31(4), pp. 51-55.

Khan, B. H. (Ed.). (2005). Managing e-learning: Design, delivery, implementation, and evaluation. IGI Global.

Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2009). Evaluation of evidence-based practices in online learning: A meta-analysis and review of online learning studies. U.S. Department of Education: Center for Technology in Learning.

Pearsall, M. (1970). Participant observation as role and method in behavioral research. In W. J. Filstead (Ed.), Qualitative methodology: Firsthand involvement with the social world (pp. 340–352). Chicago: Markham.

Powell, R. R., & Connaway, L. S. (2004). Basic research methods for librarians (4th Ed.). Westport, CT: Libraries Unlimited.

Priyanka, G. (2020). Advantages And Disadvantages Of Online Learning - eLearning Industry. Retrieved October 10, from Https://Elearningindustry.Com/Advantages-and- Disadvantages-Online-Learning. disadvantages-online-learning

Shahabadi, M. M., & Uplane, M. (2015). Synchronous and asynchronous e-learning styles and academic performance of e-learners. Procedia-Social and Behavioral Sciences, 176(20), 129-138.

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning at a distance: Foundations of distance education (5th ed.). Boston: Pearson.

Williamson, K. (2000). Research methods for students and professionals: Information management and systems. Wagga, NSW: Charles Sturt University, Center for Information Studies.



  • There are currently no refbacks.