An adapted pedagogical framework in utilizing WhatsApp for learning purpose

Zulkanain, Nani Amalina; Miskon, Suraya; Abdullah, Norris Syed

doi:10.1007/s10639-019-10096-0

Cited by 29 publications

(39 citation statements)

References 33 publications

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“…Choosing of teaching media; WhatsApp Group, Google Classroom and Zoom Cloud Meeting is because students in Arabic Language Education Department in IAIN Palangka Raya has tendency to choose these application based on some reasons: First, WhatsApp Group application is accessible to all students using internet and it is still accessible even at the location with limited access of internet. Mentioned by Zulkarnain that WhatsApp Group is one of teaching media that students are into (Zulkarnain et al, 2020), because it is easy to use and almost everyone with smartphone have it installed. Therefore, the teaching -learning activities can be done as simply as interacting to each other.…”

Section: E Discussionmentioning

confidence: 99%

The Use of Teaching Media in Arabic Language Teaching During Covid-19 Pandemic

Ahmadi

Ilmiani

2020

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The characteristic of Arabic Language which is unique and different compared to other foreign languages, has become certain issue for academic society, especially with this actual condition of COVID-19, it gives impact to both teachers and students. In university level, more specifically, in order to maintain teaching – learning process to be held, various kind of media are used to support the teaching and learning activities. This research aims for exploring and describing Arabic language teaching – learning online activities in IAIN Palangka Raya using qualitative method and case study. Data collecting methods used in this research are observations, interview and documentation. Research result shows that Arabic language teaching – learning online activities in IAIN Palangka Raya adopting online technology with platforms which based on social media and e-learning application. Those platforms are categorized into three: 1) WhatsApp Group, used for intensive communications between teacher and students related to teaching – learning activities; 2) Google Classroom, used for collecting assignments; and 3) Zoom Cloud Meeting, used for audio-visual media for learning topics which need significant explanation. These medias are used after consideration on ease of accessibility, hardware compatibility, communication features, process and cost needed to use them. The findings of this research describe that Arabic language teaching – learning online activities in IAIN Palangka Raya collaborate those three aforementioned applications so that creativity, innovation and motivation are growing even during Covid-19 pandemic situation.

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Section: E Discussionmentioning

confidence: 99%

The Use of Teaching Media in Arabic Language Teaching During Covid-19 Pandemic

Ahmadi

Ilmiani

2020

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“…The social media can play an important role in this process and make it possible to organize social interaction. The experience of using social networks to enhance interaction and engagement of students, to encourage peer-support is widely reviewed in the literature - Facebook [ 15 , 16 ], Twitter [ 17 ], blog [ 18 , 19 ], WhatsApp [ 20 , 21 ]. Andersen, and Ponti have analyzed the online nonformal course emphasizing teaching and learning by peers and for peers, where everyone can act as an organizer and as a participant in the course, and vice versa [ 22 ];…”

Section: Literature Reviewmentioning

confidence: 99%

Ways of Enriching MOOCs for Higher Education: A Philosophy Course

Bylieva

Zamorev

Lobatyuk

et al. 2021

Lecture Notes in Networks and Systems

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Using Massive Open Online Courses (MOOC) in higher education poses new challenges that include the following: an increase in the number of students taught by one teacher, which makes it difficult to individualize the tasks, the easy access to other students' answers due to the social media, the lower engagement of students when studying online. In the situation of the complete transition to e-education due to the 2020 pandemic, teachers were forced to solve these problems in the electronic environment. This article presents the case of enriching the online Philosophy course given to students of Peter the Great St. Petersburg Polytechnic University by creating new assignments in various forms: video blogging, multimedia projects and in-depth study of philosophical texts. In this respect, the current situation becomes advantageous and allows the lecturers to achieve better results due to the availability of all ideas and experiences and the collaborative activities of the students. The variety of approaches used in studying the Philosophy course confirms the important role of the teacher in e-learning.

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“…Whatsapp groupmerupakan salah satu media pembelajaran yang paling digemari mahasiswa (Zhafira, 2020). Hasil penelitian lain menunjukkan bahwa kerangka kerja penelitian secara positif mendukung penggunaan whatsapp untuk tujuan pembelajaran (Zulkanain et al, 2020). Hasil penelitian yang membandingkan whatsapp groupdan dengan tatap muka langsung (face to face), whatsapp groupmemiliki rasa kebersamaan yang lebih kuat, namun pembelajaran face to face maupun whatsapp groupdirasakan sama dalam hal kehadiran sosial dan pembelajaran yang dirasakan.…”

Section: A Pendahuluanunclassified

“…WhatsApp dalam pembelajaran mencakup kolaborasi dan kerja sama antara siswa dan pengajar di kelas atau di rumah (Barhoumi, 2015). Deibert dalam (Zulkanain et al, 2020) menyatakan, beberapa siswa dapat terdemotivasi dengan kurangnya respons dari pengajar meskipun pengajar sudah ada di dalam WhatsApp group. Penelitian lainnya menyatakan bahwa gaya mengajar seorang pengajar akan mempengaruhi siswa minat belajar (Smit, 2015) Dari latar belakang yang telah disebutkan diatas, penelitian ini bertujuan untuk mengukur kehadiran sosial yaitu aspek keterhubungan dan aspek pembelajaran pada pembelajaran daring menggunakan whatsapp groupdan webinar Zoom pada aktivitas pembelajaran pada waktu yang ditentukan, membandingkan hasil keduanya serta mengetahui preferensi mahasiswa pada pembelajaran daring.…”

Section: A Pendahuluanunclassified

Perbandingan Kehadiran Sosial dalam Pembelajaran Daring Menggunakan Whatsapp groupdan Webinar Zoom Berdasarkan Sudut Pandang Pembelajar Pada Masa Pandemic COVID-19

Yulianto¹,

Cahyani²,

Silvianita³

2020

jartika

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Penelitian ini bertujuan untuk membandingkan kehadiran sosial dalam pembelajaran daring menggunakan whatsapp groupdan webinar Zoom, serta mengetahui preferensi mahasiswa terhadap kedua media pembelajaran tersebut. Pengumpulan data dalam penelitian ini menggunakan instrument non tes dalam bentuk kuisioner dengan skala likert yang diadaptasi dari Tantri, 2018 untuk mengukur 2 (dua) aspek kehadiran sosial yaitu aspek keterhubungan dan aspek pembelajaran. Data diperoleh dari 50 mahasiswa Universitas Sarjanawiyata Tamansiswa program studi akuntansi yang mengambil mata kuliah Bank dan Lembaga keuangan lainnya dan telah mengikuti perkuliahan sesuai jadwal menggunakan whatsapp groupmaupun webinar Zoom selama masa pandemi Covid-19. Data penelitian dianalisis menggunakan statistika deskriptif yaitu: mean (rata-rata) dan persentase. Hasil penelitian menunjukkan bahwa aspek keterhubungan dan aspek pembelajaran pada pembelajaran daring menggunakan whatsapp groupmenurut sudut pandang mahasiswa lebih tinggi dibandingkan dengan menggunakan webinar Zoom. Selain itu, 98% mahasiswa lebih memilih menggunakan whatsapp groupuntuk digunakan dalam pembelajaran daring pada masa pandemi Covid-19. Abstract: The purpose of this study was to compare social attendance in online learning using the Whatsapp groupand Zoom webinar and determine student preferences for the two learning media. In this study, data collection uses non-test instruments in the form of questionnaires with a Likert scale adapted from Tantri (2018), to measure 2 (two) aspects of social presence, namely aspects of connectedness and learning aspects. Data obtained from 50 Sarjanawiyata Tamansiswa University undergraduated students who took accounting courses in Banks and other financial institutions and attended classes on a schedule using WhatsApp groups or Zoom webinar during the Covid-19 pandemic. The research data were analyzed using descriptive statistics, namely: mean (average) and percentage. The results showed that the connectedness and learning aspects of online learning using the Whatsapp groupaccording to the student's point of view were higher than using Zoom webinar. Also, 98% of students prefer WhatsApp groups to be used in online learning during the Covid-19 pandemic.

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An adapted pedagogical framework in utilizing WhatsApp for learning purpose

Cited by 29 publications

References 33 publications

The Use of Teaching Media in Arabic Language Teaching During Covid-19 Pandemic

The Use of Teaching Media in Arabic Language Teaching During Covid-19 Pandemic

Ways of Enriching MOOCs for Higher Education: A Philosophy Course

Perbandingan Kehadiran Sosial dalam Pembelajaran Daring Menggunakan Whatsapp groupdan Webinar Zoom Berdasarkan Sudut Pandang Pembelajar Pada Masa Pandemic COVID-19

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