Characterizing the Ideal Audio-Visual Learning Content of Writing Course Learned in Distance

Abstract

The research aimed to discuss the need for a learning tool that was capable of presenting audio and visual aids to accommodate students in learning writing. It was urgently needed as a logical consequence of the COVID-19 pandemic, which disallowed face-to-face learning to be conducted. The research was conducted at the Department of English Education, Faculty of Teachers Training and Education, Universitas Muhammadiyah Parepare, by utilizing a questionnaire to explore the characteristics of ideal writing material restricted to visual aids. The research was participated by the second and fourth-semester learners as the population and recruited the samples based on simple random sampling. Every individual in the population had an equal chance to be chosen as a sample. There were 30 undergraduate students who enrolled in basic writing and advanced writing courses who became the subject of the research. Based on the research findings, eight characteristics of good audio visuals are recommended by the students. Those characteristics include the visual and audio elements/items, creative and innovative content, language and expression, operations and mechanisms (various learning opportunities and preferences), and eye-catching form/shape/design, which deliver brief and clear learning material under several considerations. Furthermore, following the findings, it also indicates that the effectiveness of delivering audiovisual aids materials in the learning process depends on how clear the audiovisual item (i.e. the text and audio, how efficient the material and audiovisual durations provided, how interesting and well-organized the design to attract students’ learning intention, how good the visual quality and how the audiovisual) can be produced into a small size to minimize the use of internet data. The research concludes that audiovisual learning materials need to be selectively chosen and periodically and systematically evaluated to best facilitate students in dealing with writing.

The Role of Tiktok Application to Learn English Vocabulary: A Survey on Student Teachers

“…Since TikTok is also considered an audiovisual platform in terms of short videos as the main feature. It is in line with another study, which explained that for language acquisition, audiovisual tools with both visual and audio components are recommended (Patahuddin et al, 2022). In short, TikTok is an app that combines audio and visual, it can help students in learning English, especially vocabulary.…”

The Challenge of an Interactive Audiovisual-Supported Lesson Plan: Information and Communications Technologies (ICTs) in Adult Education

“…Admittedly, creating a lesson plan that is ultimately based on a previous evaluated lesson plan appears to be a creditworthy and sustainable option after all. Besides, it is already characteristically underlined in the literature that when a lesson plan is based on a previous plan that has been tested before, or through a co-design process, both the learners or students and the educators themselves seem to be able to reap increasingly useful benefits [15,46,114,115,117,120]. On the other hand, the literature highlights that an educator should possess an identity triptych [35,46]: (a) academic background, (b) professional experience and (c) contemporary technological and pedagogical knowledge-something, as mentioned, that the instructor who performed the seminars already owned.…”

“…However, two reasonable questions arise-what about the way previous (older) generational cohorts learn, and how should adult educators deal with that? The answer to both two reasonable questions may be found in the designed ICT-supported curriculum or lesson plan itself or codesign process or even textbook-focused material based on real-world Internet applications and services that are used and applied by the adult educators within the context of didactic process (i.e., lecture or course and training program or even educational seminar) [15,16,35,46,[109][110][111][112][113][114][115][116][117][118][119].…”

“…The global literature suggests that in a conventional learning environment, all educators (including adult educators) should own a well-organized and well-prepared lesson plan before implementing a lecture to their learners (including, of course, adult learners) [15,46,111,114,115,117]. Nowadays, although there is an important and valuable literature review and numerous empirical research on the proper employment of ICTs through a lesson plan or more broadly within the framework of educational path [4,12,16,35,46,120,121], unfortunately, many educators tend to misuse ICTs [19,28,31,76].…”

Development of audiovisual learning media on ecosystem topic at SMA Negeri 1 Sigi

“…The advancement of education in Indonesia is significantly impacted by the progress of information and communication technology, particularly in the field of audiovisual. It has become more extensive utilization as a tool or medium in educational instruction and learning endeavors [1]- [5]. Learning media is an essential instrument that educators require for the purpose of preparing and facilitating the execution of learning activities [6], [7].…”