Abstrak - Keberadaan teknologi sudah tidak asing lagi dizaman modern ini, terutama dengan hadirnya berbagai media sosial dan situs jejaring sosial, yang dikenal dengan Facebook, Line, dan WhatsApp, yang dimana ketiga media sosial tersebut sangat banyak dikenal oleh masyarakat Indonesia pada umumnya. Salah satunya kehadiran media sosial tersebut sebagai teknologi komunikasi dan informasi maka dalam penerapannya lembaga pendidikan juga memanfaatkan media sosial tersebut sebagai media pembelajaran yang disebut E-Learning. E-Learning merupakan pembelajaran yang memanfaatkan teknologi, yaitu menggunakan media sosial, dimana pembelajaran E-Learning di Universitas De La Salle, Universitas Nusantara, dan STMIK Parna Raya juga telah memanfaatkan media sosial antara lain Facebook, Line, dan WhatsApp sebagai media pembelajaran. Dalam penelitian ini, metode yang digunakan yaitu deskriptif kualitatif dengan analisis statistik deskriptif, serta tujuan penelitian yaitu mengetahui keefektifan, penggunaan E-Learning, dan tingkat pemahaman terhadap pemanfaatan ELearning di Universitas De La Salle, Universitas Nusantara, dan STMIK Parna Raya sebagai model pembelajaran dengan menggunakan media sosial Facebook, Line, Dan WhatsApp tersebut. Kata Kunci : Media Sosial, E-Learning

Abstract-The advancement in educational technology precipitated by the dissemination of Internet in recent years has a potential to improve the quality of education by encouraging participation and collaboration between instructors and students. Educational institutions use information and communication technology (ICT) as a tool for teaching and learning in a number of ways including but not limited to Internet-based content delivery and visualization.This research involves the development and evaluation of blended learning courses at University of Sam Ratulangi (UNSRAT), Manado, North Sulawesi, Indonesia. The current work was aimed to redesign two courses of the existing curriculum based on the ADDIE instructional design model to support student-centered learning and develop e-learning materials. One of the courses was then delivered as two separate classes, the first class was delivered through conventional learning and the second class was delivered by blended learning. These were done to obtain a comprehensive view of students' preferences for learning model. Whereas the other course was entirely delivered by blended learning to acquire an evaluation of students' experience in this learning model.In this paper, the development of the courses based on the instructional design are described. From the questionnaire and examination results, students' achievements both for conventional learning and blended learning are evaluated. The outcome of the research can be seen as a description of students' experience and can offer recommendation on how to design e-learning based courses under the circumstances at UNSRAT.

Since the 1960s, the world has seen how Information Technology (IT) influences education. In the present era, with the massive development of the Internet, various kinds of IT-assisted learning are popping up like mushrooms in the rainy season. However, no matter how advanced IT-assisted learning has been grown, learning media is still an inseparable part of education. In this study, we specifically present how the use of certain types of learning media correlated with students’ access behaviors and, more importantly, students’ achievement. The result shows that these factors have a positive correlation. In terms of media type influence towards students’ achievement, the media that has the appearance of the lecturer gives better achievement, compared to the media that only has audio, and the media that only consists of text and images.

The advancement of Information Technology alters various aspects of human life, including learning. In the present era, on-line learning facilities are provided by institutions, ranging from formal higher education to open course-ware providers. On-line learning or e-learning is mostly achieved through stored media that widely available. These media take forms in various formats such as text and images, slide that equipped with narration from the lecturer, or a video where the lecturer appears inside the frames. We conducted a research about how students would response to the available learning media. The research was conducted with repetitive measures. Each measurement was a module that divided into three parts, where each part was presented to the student as one out of three media listed above. Hence we had three media types for each module. Each module took one week, and at the next week we gather their responses through evaluation forms. All modules were completed in six consecutive weeks. After all modules were completed, we analyze their responses and found that our samples responded best to the video with the appearance of the instructor/lecturer, then the slide with audio, and finally text and images.

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