Rismiyanto Rismiyanto
Fitri Budi Suryani


Teaching practice may be done in various platforms in this modern era. The platforms enable the interaction of students and student teachers in Microteaching practice to be implemented in offline face to face class as well as in online classes. They are optionally implemented; even the current worldwide pandemic situation forces the online platforms to be implemented in higher frequency. This research is aimed at finding the best Microteaching practice platform by comparing the student teachers’ Microteaching practice achievement as well as their perception in Microteaching Class by using offline, synchronous, and asynchronous platforms of learning during this pandemic at English Education Department Muria Kudus University. Through an expose-facto design this research shows that the best Microteaching practice platform uses Zoom Meeting. This refers to the comparison of the student teachers’ best Microteaching practice achievement scores and opinion of using offline, Zoom, and WhatsApp Group platforms; and the result of the student teachers’ opinion indicates that they basically prefer having offline teaching platform; and supporting that Zoom Meeting is as the best Microteaching practice platform, they have reasons: they felt more comfortable and confident; they felt more efficient; they felt not being directly observed; and they had bigger freedom in practicing teaching.


microteaching practice platform, offline, Zoom, WhatsApp group

Full Text:



Barron, S. (2020). Everything You Need to Know About Using Zoom. Available at

Bartley, S. J., & Golek, J. H. (2004). Evaluating the Cost Effectiveness of Online and Face-to-Face Instruction. Educational Technology & Society, 7(4), 167–175.

Basilaia, G., Dgebuadze, M., Kantaria, M., & Chokhonelidze, G. (2020). Replacing the classic learning form at universities as an immediate response to the COVID-19 virus infection in Georgia. International Journal for Research in Applied Science & Engineering Technology, 8(III).

De la Varre, C., Keane, J., & Irvin, M. J. (2011). Enhancing Online Distance Education in Small Rural US Schools: A Hybrid, Learner-Centred Model. Journal of Asynchronous Learning Networks, 15(4), 35–46.

Gratton-Lavoie, C., & Stanley, D. (2009). Teaching and learning principles of Microeconomics online: An empirical assessment. The Journal of Economic Education, 40(1), 3–25.

Harpreet, B.S.A.I.T.M. (2020). Advantages and disadvantages of online & offline mode of teaching. Available at,.

Hill, P. (2012). What is Learning Platform. Available at

Littlefield, J. (2018). The difference between synchronous and asynchronous distance learning. Available at

Lorenzetti, J. (2013.). Academic Administration - Running a MOOC: Secrets of the World’s Largest Distance Education Classes. Magna Publications.

McBrien, J. L., Cheng, R., & Jones, P. (2009). Virtual spaces: Employing a synchronous online classroom to facilitate student engagement in online learning. The International Review of Research in Open and Distributed Learning, 10(3), 1–17.

Sarah L. & Clayton, Patti H. (2004). The Articulated Learning: An Approach to Guided Reflection and Assessment. Innovative Higher Education. (29): 137-154.

Saxena, K. (2020). Coronavirus accelerates pace of digital education in India. EDII Institutional Repository.

Singh, V., & Thurman, A. (2019). How many ways can we define online learning? A systematic literature review of definitions of online learning (1988-2018). American Journal of Distance Education, 33(4), 289–306

Sun, R., Gregor, S.,. & Keating, B. Information Technology Platforms: Conceptualization and Review of Emerging Research in IS Research. Australian Conference on Information System. Adelaide.


Article Metrics

Abstract views : 86| PDF views : 26 PDF views : 23


  • There are currently no refbacks.