Int J Cur Res Rev | Vol 13 • Issue 11 • June 2021 S-23 Research Article International Journal of Current Research and Review DOI: http://dx.doi.org/10.31782/IJCRR.2021.SP205 Corresponding Author: Hadiyanto, Department of English Education, Faculty of Teacher Training and Education, Universitas Jambi, Jambi, Indonesia. Email: hadiyanto@unja.ac.id ISSN: 2231-2196 (Print) ISSN: 0975-5241 (Online) Received: 22.04.2021 Revised: 05.05.2021 Accepted: 21.05.2021 Published: 11.06.2021 The Effective Use of Full Online Learning to Replace Classroom Learning During the Covid-19 Pandemic Hadiyanto 1 , Sovia Wulandari 2 , Liza Septa Wilyanti 2 , Supian 3 , Rengki Afria 2 , Nazarudin 4 1 Department of English Education, Faculty of Teacher Training and Education, Universitas Jambi, Jambi, Indonesia; 2 Department of Indone- sian Literature, Faculty of Teacher Training and Education, Universitas Jambi, Jambi, Indonesia; 3 Department of History, Art and Archeology, Faculty of Teacher Training and Education, Universitas Jambi, Jambi, Indonesia; 4 Department of Chemical Science, Faculty of Science and Technology, Universitas Jambi, Indonesia. INTRODUCTION In a bid to minimize the rapid spread of the Covid-19 pan- demic, the government has issued various policies, such as isolation, use of face mask, online learning as well as social and physical distancing. 1,2 The majority of universities in the world changed their learning mode from classroom to online, including those in Indonesia. However, this posed numerous challenges for educational institutions, especially those in universities. In mid-March 2020, the Indonesian Ministry of Education and Culture implemented a learn and work from home policy, which requires people to work, worship, and study from home. The implementation of this policy required all educational institutions to turn all learning processes from classroom to online mode. The Covid19 pandemic and the government’s policy forced teachers to apply online learning as a significant classroom source. However, before then, a faculty in a University in Indonesia used online learning at a minimum scale to supplement classroom learning. Currently, online learning as a sole media is implemented at the top level of academic institutions. 3 University teachers are not only required to be experts in delivering teaching materials in the classroom, instead, but they also need to be able to use the online learning systems to provide exercises, manage time, design appropriate learn- ing strategies, operate supportive learning applications, etc. Online learning is not accessible due to the complexity as- sociated with the planning, evaluation, and learning process- es. 4,5 In summary, it needs university teachers to apply their offline pedagogy, in teaching and learning online strategies and skills. IJCRR Section: Healthcare ISI Impact Factor (2019-20): 1.628 IC Value (2019): 90.81 SJIF (2020) = 7.893 Copyright@IJCRR ABSTRACT Background: The emergence of the Covid-19 pandemic led to the global change of academic learning strategy from classroom to online mode. Before the emergence of the virus, online learning at a medium scale has been implemented to support the educational system in Indonesia. However, due to the pandemic and to reduce the spread of the virus, online learning became the main and sole place of learning. Objective: This study investigates the implementation and effectiveness of online learning at the faculty of humanities at a Uni- versity in Jambi, Indonesia, since the Covid-19 pandemic. Method: This is quantitative research. Self-report questionnaires with 5-point Likert scales were used to obtain data from 441 respondents by using the Survey Monkey application. Result: The result showed that online learning was not implemented at the top level of 4.20, using an inadequate replacement process. Furthermore, all categories of online learning implementation, such as design, course communication, time manage- ment, and technical skills, were not optimally obtained, while the categories were inadequately effective in replacing classroom learning. Conclusion: Online learning was unable to replace classroom learning because its implementation and effectiveness failed to meet policymakers’ expectations at the university level. Therefore, there is a need for the increase in teachers’ competence and usage intensity regarding online learning in faculties and universities. Key Words: Information technology Skills, Online course design, Higher education, E-learning, Revolution Industry 4.0