Global Journal of Human Social Science, G: Linguistics and Education, Volume 23 Issue 3

Covid-19 Legacy: Post-Pandemic Qualitative Meta- Analysis on Students’ Teacher-Dependency Amongst Master Two Populations in Algeria Latifa Sellam Abstract - A meta-analytic approach was conducted examined the c onsequentiality betwee n student-teacher dependency and the pandemic’s sequels in Saida, Algeria. The post-covid phase overlapping effects have switched notions, beliefs, and practices orbiting around independence in learning. The present study captures issues underlying dependency. To fulfil its intent, a qualitative method was used. Both questionnaires and interviews were addressed to master two populations; one specialized in the field of didactics, and the other promotion in literature and civilization. The findings suggest that they are entirely teacher-dependent students. They conceive the teacher as the single boosting agent in learning. And that, all of them apprehend the notion of ‘independency’. Keywords: student’s teacher-dependency; post- pandemic; legacy, learning process. I. I ntroduction a) Theoretical Framework he COVID-19 pandemic and its attached outcomes ramified inauspicious disruption of conventional pedagogical methods. This has compelled teachers and educators to embrace the technological option of the internet-enhanced teaching and learning. Therefore, the shift from face-to-face interaction into screen-to-face of classrooms meetings turns an exciting issue to debate among practitioners and researchers in education. In this respect, online classes offer the flexibility of time and space in teaching and learning (Semedley, 2010). Furthermore, students with different paces of education are well accommodated in terms of time and procedural assignments achievement. In this sense, students’ responsibilities made autonomous learning concept very relevant. The clear relevance of online learning mode concerning autonomy following some previous studies. For instance, (Phan, et al., 2021) gave evidence for how the combination of mobile learning and gamification as part of activities in online learning was successfully able to trigger Vietnamese students’ learning autonomy in language teaching classroom. Along the same lines, for (Alpert Sleigh, 1997) self- regulation includes the following components: motivation to monitor and control learning, metacognition, cognitive and learning strategies, prior knowledge and mental models to scaffold understanding, self-efficacy, and last, learner’s epistemic beliefs on learning. Likewise, in an Indonesian context (Dalilan, 2021) captured the students’ interest in joining online classes according to what students perceived. The result showed that students viewed online learning as enabled them to learn independently which was manifested through their self-responsibility, self-learning awareness, self-regulation, and self-time management. Nonetheless, learners encountered difficulties in learning regarding their attitude regarding being autonomous and less ready to be so. Unfortunately, teachers and students definition of autonomy remains as simple as learning independently with the absence of a teacher (Augustina, 2017) and (Daflizar, & Petraki, 2022). Conceptually, experts have different perspectives in providing a clear-cut definition to learners’ autonomy, which appears to be, at a certain extent, versatile. For example, (Illés, 2012) view that most of the characteristics attributed to the autonomous learner would merely represent a romantic ideal that does not align with realty. In a paraphrased version, this would be a far-reaching purpose. (Little, 1991) considers autonomy as students’ ability to bridge the gap between learning and living. In literal meaning, Little intends to highlight learners’ skill to bring and connect what they learn in an academic setting on classroom to the real world. Similarly, other experts for example (O’Reilly, 2014) and (Duarte, Leite, & Mouraz, 2016) agree that learning autonomy positively affects internal motivation so that it can strongly generate students’ actions to achieve their goals. Moreover, (Nunan, 2003) proposes a student autonomy definition in a slightly different way by putting learners into five different levels. In the first, called awareness, autonomous learners fully understand what they aim for in their education. Besides, the learning objective, they are also able to identify the best way that suits their learning. At one level higher, a student is called as an autonomous learner. The population under study underwent some embedded pandemic-related circumstances that tremendously fell over notions about students’ engagement in learning. These are manifesting through university work trivialization, and taking for granted determination and hardworking. Thus, self-determination and responsibility are inextricably two significant T © 2023 Global Journals Volume XXIII Issue III Version I 33 ( ) Global Journal of Human Social Science - Year 2023 G Author: University of Saida Dr. Tahar Moulay, Algeria. e-mail: sellam.magda@yahoo.fr