Identification of Lecturer Difficulties in Implementing of Blended Learning in the Covid-19 era

Abstract

Learning in the Covid-19 era requires lecturers and students not to study in the same place. This condition is a new challenge for lecturers and students to continue implementing effective learning using a suitable approach that is blended learning. This research is a preliminary study to determine the difficulties of lecturers in implementing blended learning at Department of Physics Education, FKIP – Universitas Syiah Kuala. The method used in this research is a survey using a questionnaire containing 30 statements. The indicators measured in this study were 9 (nine) indicators from 2 aspects, namely the readiness and skills of lecturers in implementing blended learning in the Covid-19 era. The questionnaire was distributed to 15 lecturers in the Department of Physics Education, and the results of the responses obtained were analyzed using descriptive statistics. The results of the analysis show that 29.23% of lecturers are not ready to apply the blended learning approach because 53.85% of lecturers rarely access the internet and learning platforms to facilitate lecture activities, so they are not used to using it. 44% of lecturers are not yet skilled in using learning platforms which are shown by 46.16% of lecturers having difficulty changing the general appearance of the virtual class, and 46.15% of lecturers have difficulty interacting using the learning platform. These difficulties are the obstacles for lecturers to apply the blended learning approach in lecture activities, so it is necessary to immediately find solutions to help the lecturer difficulties so that lectures in the Covid-19 era continue to run effectively like previous lectures.Keywords: Blended Learning, Covid-19, Lecturer Difficulties, Obstacles

Analysis of the utilization of the Learning Management System (LMS) as a learning media in the Physics Education Department Universitas Syiah Kuala

“…These benefits include enhancing lecturers' technical proficiency in utilizing LMS effectively, fostering greater interaction and communication between lecturers and students through the utilization of LMS features, and facilitating the seamless implementation of distance learning and hybrid learning. The integration of LMS is essential in supporting the hybrid learning process [6]. Emphasizing the importance of an LMS training program, the lecturer highlighted key areas of focus, such as efficient management of learning materials, active engagement with students, and the assessment of teaching effectiveness using LMS evaluation features.…”

“…Emphasizing the importance of an LMS training program, the lecturer highlighted key areas of focus, such as efficient management of learning materials, active engagement with students, and the assessment of teaching effectiveness using LMS evaluation features. The lecturer also expressed that conducting the training in group settings or workshops would be more advantageous, as it allows for direct interaction and the exchange of experiences among lecturers [6].…”

Consolidación de la innovación docente en la etapa universitaria

“…Finalmente, la consolidación del modelo sigue presentando dificultades, lo que puede hacer que una vez la pandemia haya finalizado estos métodos dejen de utilizarse en pro de una docencia totalmente presencial siguiendo hábitos pasados difícilmente modificables como el limitado uso de las plataformas virtuales o dificultades en la preparación de materiales online (Herliana et al, 2020). Prueba de ello es la opinión detectada por una preferencia del alumnado por las clases teóricas totalmente presenciales una vez el contexto pandémico lo permita tal y como otros estudios han demostrado (Mali & Lim, 2021).…”

Innovation Learning Process in New Normal Era: Effectiveness of Online Proctored Examination (OPE) Technology to Increase Student Honesty in Physics Lecture

“…In the current new normal era, the Blended Learning approach is very commonly used by educators in the learning process. Blended Learning that combines synchronous learning (direct learning at the same time) and asynchronous (indirect learning at different times) provides freedom for lecturers/tutors to carry out exams in synchronous or asynchronous learning environments [7]. If the lecturer/tutor places the exam in a synchronous learning environment which utilizes video conferencing as a learning medium, the lecturer/tutor can only see students from behind their laptop/mobile phone camera.…”