Practical and social interaction justice of online learning during the COVID-19 pandemic

The implementation of learning in the current situation can be carried out
using online learning as part of the methodology to answer the educational
challenges caused by the outbreak of the COVID-19 pandemic. The role of
technology in the online learning process in previous research studies has
made it a major and important factor for successful learning in this
emergency situation. This study aimed to investigate a philosophical
perspective using the critical realism paradigm regarding the role of
technology in online learning practices based on e-learning systems and
justice in social interaction in aspects of learning implementation during the
COVID-19 pandemic. This was a qualitative method with a critical realism
approach. The results indicated that several critical arguments exist to
rebalance the role of technology back to its origin, which is not a major
factor, but a factor that still requires support from personal factors, personal
behavior, and teacher readiness in facing technological developments. The
findings of the study can be used to implement technology-based online
learning while keeping practical and social justice in mind for both students
and teachers.