THE 21ST-CENTURY OF LEARNING CALLS FOR THE 21ST-CENTURY PEDAGOGY

Abstract

This inquiry deliberates and investigates the implementation of online learning after the outbreak of the Covid-19 pandemic in Indonesia settings. Arguments on this issue are important given the rise of various complaints about online learning operations, from March – December 2020. Complaints originate from teachers, students, parents, and education stakeholders. Therefore, this study aims to scrutinize and discover the factors that potentially cause those complaints. Additionally, this study elaborates and introduces solutions exclusively by looking for transformative pedagogy so that online is as effective as offline learning. The outcomes are expected to procreate basic ideas as a bridge to anticipate and mitigate the potential for prolonged complaints at the operational level. The emphasis is also expected to minimize complaints in the operational and social domains. Methodically, this study utilizes a qualitative approach. It is a modification of the integrative literature review (ILR) and comprehensive literature review (CLR) procedures. Having amalgamated the two approaches, this study establishes six steps in the form of routine activities. The routine starts with designing, implementing, summarizing, analyzing, validating, and writing a report. Under this approach, the synthesis process is semi-structured and implemented analytically, critically, in-depth, and broadly. These steps are executed by systematically reviewing related previous studies to assemble new theories. After going through a process procedurally, this study constructs the main outcome with three supporting arguments. The main outcome is to generate ideas on applicable transformative pedagogic in online learning. This transformative pedagogy is then referred to as the so-called Maxiagogy. The arguments that support the outset of Maxiagogy refer to five basic conceptions: the revolution of online learning models, the evolution of pedagogy in online learning, the differences between online learning versus emergency remote teaching, and the system operations of online learning. The theory on expounding educational experiences is also included. This experience is used as a basis to ensure that the effectiveness of online and offline learning is relatively comparable as long as the educational experience exists. Maxiagogy, the proposed pedagogy in online learning, becomes relevant as a transformative pedagogy. For, Maxiagogy positions students at the center of the learning process by giving them full autonomy in the learning process. Students can also openly obtain learning resources since the reason for them to study is to be of benefit to the universe. Maxiagogy then considers students’ drive to learn so that they become more self-motivated and self-determined. This is a response to the demands and styles of millennial learners. Additionally, it was acknowledged that the role of educators will be reduced to the details that can be automated by applications. The idea of ​​Maxiagogy is still in its infancy. Further studies with a wider theoretical and methodological spectrum need to be conducted. The results of a further comprehensive study will mitigate the complications of online learning implementation at the operational and social levels.