Exploring the Potential of Blended Learning and Learning Management Systems (LMSs) for Higher Education in Aceh

Zainuddin, Zamzami

doi:10.22373/ej.v2i2.287

Cited by 18 publications

(14 citation statements)

References 19 publications

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“…Disamping itu, pengajar perlu menyiapkan meteri dari berbagai sumber digital seperti Website dan video yang kemudian diintegrasikan ke dalam LMS agar siswa dapat belajar dari sumber-sumber ini. Attaran dan Zainuddin (2015) sendiri menyebutkan bahwa masih ada beberapa kendala dalam merancang pembelajaran berbasis teknologi seperti keterbatasan kemampuan pengajar dalam mendesain atau memilih konten berdasarkan video, animasi atau simulasi, dan jika para pengajar tidak mendapat pelatihan yang cukup, maka metode ini bisa jadi gagal total dalam implementasinya.…”

Section: Tantangan Implementasi Model Pembelajaran Blended Learningunclassified

Tinjauan Model Pembelajaran Blended Learning pada Perguruan Tinggi di Era New Normal Covid-19: Kebijakan dan Implementasi

Zainuddin¹

2021

APJPP

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This article aims to review the potential of a Blended learning model implementation in Indonesian higher education institutions during the time of Covid-19. This conceptual paper attempts to explain the concept of Blended learning in terms of theory and practice, based on the literature discussed in several reputable international journals. Blended learning is defined as a learning model integrating face-to-face instruction with an online learning environment or e-learning. Initially, this model proposes to improve the deficiencies of a traditional learning model which is lack of technological resources, and at the same time to develop the gap of e-learning practice which is lack of a face-to-face learning experience. In the blended instruction, students will learn through face-to-face interaction in the classroom and supported by digital media such as a Website, Video, or Learning Management System (LMS). Meanwhile, the use of technologies is ordinarily applied for students' learning and peer-interaction outside of the class, especially for online discussion and homework submission. This method emphasizes that learning activity should not only occur in the classroom but also outside of the class through the digital device.

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Section: Tantangan Implementasi Model Pembelajaran Blended Learningunclassified

Tinjauan Model Pembelajaran Blended Learning pada Perguruan Tinggi di Era New Normal Covid-19: Kebijakan dan Implementasi

Zainuddin¹

2021

APJPP

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“…The development of education on global scale has been greatly contributed by the using of web-base learning system (Gebre, Saroyan & Bracewell, 2014;Zainuddin, 2015), however it is still has some limitations, such as students' physical interaction and teachers' assessment toward students' body languange (Pannan & Legge, 2016). Teachers also need to show their creativity and provide an innovative approach in order to enhance students' understanding.…”

Section: Literature Reviewmentioning

confidence: 99%

Are they ready to Become Educators? A Self-Assessment among Bachelor of Education (Sport Sciences & Physical Education) Undergraduates, Sultan Idris Education University, Malaysia

Rahim¹,

Sabudin²,

Shalan³

et al. 2019

IJARPED

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A good quality of educator is probably the most critical part of learning process. Considering this, the fresh graduates' teacher must possess the competency in various areas to prepare with the challenges of the 21 st century. The aim of this study is to determine the readiness level of Bachelor of Education (B. Ed) final year undergraduates to become educators. The self-assessment survey was designed in accordance with the Malaysian Teachers' Standards, which explore the knowledge and skills on program learning outcome (PLO), moral values, information & communication technology (ICTs), language, soft skills, teaching & facilitation and assessment & evaluation (A&E). The respondents were the final year undergraduates in Sultan Idris Education University (UPSI), Malaysia in academic year of 2018. Results indicated that the final year undergraduates were 'ready' to become educators for 6 out 8 attributes, whereas they were still 'approaching readiness' for Language Skills and A&E. This may suggested that the final year undergraduates have a higher readiness level for most of the basic knowledge and skills as educators. However to become a competence educator, they need to have a strong knowledge and skills on both language and A&E skills as they are essential elements in the learning process.

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“…Online learning also let students actively engage in learning activity and make them change their habits in learning from passive acceptance to more active self-oriented learners (Tathahira, 2020). In addition, Zainuddin (2015) highlights that online learning enables students to gain educational material and to participate in learning along with other students and teachers. Online learning also creates a more convenient and flexible teaching resource for students to acquire knowledge (Zhong, 2015).…”

Section: Introductionmentioning

confidence: 99%

Offline or online?: EFL students’ perceptions on working in face-to-face and virtual learning modes

Yusny

Fitria

Trisnawati

et al. 2021

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Given the intensified number of online learning activities and having inadequate knowledge to identify the details of how it was organized within increased students’ language learning ability; this study focused on identifying the students’ perceptions of learning in two different situations. This study investigated how students perceived working in a new learning mode (online learning activity) compared to the traditional or face-to-face learning mode (offline learning activity) in regards to the learning frameworks, including the depth and comprehensiveness of learning, appropriate length for learning, comfortability of learning, and flexibility of learning. Ten students were selected to be the participants of the current study; all of whom were sixth and eighth semester students at the Department of English Language Education of Universitas Islam Negeri Ar-Raniry Banda Aceh. They were served by several questions related to their experiences working on two different learning modes. The findings revealed that working in offline learning mode was still the common preference among the students and only a few of them preferred online learning. Even more interesting was the finding of one or two students who perceived no differences between participating in offline and online class learning activities. In addition, the findings also indicated that interaction between the course instructors and students still becomes a prominent element on the students’ satisfaction and comfort of learning. The students also suggested that the keys to their satisfactory learning experiences are access to learning materials and to their class instructors. To conclude, this study also provides new insights on what matters the most to the students’ learning experiences with respect to the current online learning trend.

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Exploring the Potential of Blended Learning and Learning Management Systems (LMSs) for Higher Education in Aceh

Cited by 18 publications

References 19 publications

Tinjauan Model Pembelajaran Blended Learning pada Perguruan Tinggi di Era New Normal Covid-19: Kebijakan dan Implementasi

Tinjauan Model Pembelajaran Blended Learning pada Perguruan Tinggi di Era New Normal Covid-19: Kebijakan dan Implementasi

Are they ready to Become Educators? A Self-Assessment among Bachelor of Education (Sport Sciences & Physical Education) Undergraduates, Sultan Idris Education University, Malaysia

Offline or online?: EFL students’ perceptions on working in face-to-face and virtual learning modes

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