Proceedings of the 4th International Conference on Vocational Education and Technology, IConVET 2021, 27 November 2021, Singaraja, Bali, Indonesia

Research Article

Teachers’ Experiences of Implementing D-Learning

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  • @INPROCEEDINGS{10.4108/eai.27-11-2021.2315536,
        author={Nofvia De Vega and Arifin Arifin},
        title={Teachers’ Experiences of Implementing D-Learning},
        proceedings={Proceedings of the 4th International Conference on Vocational Education and Technology, IConVET 2021, 27 November 2021, Singaraja, Bali, Indonesia},
        keywords={teachers‘ experience d-learning online learning},
  • Nofvia De Vega
    Arifin Arifin
    Year: 2022
    Teachers’ Experiences of Implementing D-Learning
    DOI: 10.4108/eai.27-11-2021.2315536
Nofvia De Vega1,*, Arifin Arifin2
  • 1: Doctoral Students of English Education Department, Postgraduate Program, Universitas Negeri Makasar
  • 2: Universitas Borneo Tarakan
*Contact email:


The objective of this research was to discover the implementation of D-learning from the teachers' perspective. The data can be helpful for schools in evaluating and controlling studies conducted at home during an online learning activity. Additionally, it can be used to determine the overall online learning quality. Using a survey approach, the researcher conducted this research. The information was gathered through a questionnaire distributed through an online form. This investigation made use of a public opinion survey that classified respondents according to their intended use. The researcher adopted four essential parts of D-learning from Keane’s theory. The research showed that in part 1 digital teaching materials, the teachers had great confidence in using technology in teaching methods, supported by 87.32% of teachers choosing good to an excellent capability. Similarly to Part 1, the ability to manage and control student learning was still dominated by good to excellent answers (78.88%). Even when the learning was conducted digitally, these teachers still had confidence in managing the learning process (part 2). Meanwhile, in part 3, the capability to prepare content for online and distance learning showed decisive reaction proven by 79.05% of teachers chose good to excellent answers. It also showed that the learning could be delivered through the internet. The last part was the ability to conduct online and conventional teaching after the pandemic still showed consistent responses, with 80.98% of teachers showing their ability to answer good to excellent. To sum up, the implementation of digital learning did not hinder North Kalimantan teachers from implementing distance learning.