The Effective Use of Full Online Learning to Replace Classroom Learning During the Covid-19 Pandemic

Hadiyanto, Hadiyanto; Wulandari, Sovia; Wilyanti, Liza Septa; Supian,; Afria, Rengki; Nazarudin, Nazarudin

doi:10.31782/ijcrr.2021.sp205

Cited by 9 publications

(19 citation statements)

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“…Most participants said that it was difficult at first, but that they had overcome the problem by keeping diaries (T4, T7, T16, T17), being disciplined (T1), having good time management skills (T2, T3, T5, T7), staying focused on their goals (T3, T12, T18), and being flexible (T14, T16). These findings are in keeping with those of Hadiyanto et al (2021) and Rotas and Cahapay (2021)…”

Section: Theme 3: Tutor Learning and Organising Mechanismssupporting

confidence: 90%

The Perception of Digital Academic Literacy Tutors during the COVID-19 Pandemic at the University of the Western Cape

Dankers

Stoltenkamp

Donson

2022

IJTES

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The abrupt transition in teaching and learning styles and the challenges faced by online tutors as a result of the COVID-19 pandemic are increasing areas of research. At the University of the Western Cape (UWC) preparing for the transition had an impact on tutors who had to make major adjustments to their tutoring. The research presented here investigated the perceptions of tutors and the challenges they faced by restrictions caused by the COVID-19 pandemic as they adapted to teaching remotely, and the limitations of access to online resources. A mainly qualitative approach with an element of triangulation was followed, in which qualitative and quantitative methods were applied. All participants agreed that the abrupt transition to online teaching and learning highlighted the type of conversations that should take place to fast track processes and provide greater online resources and support for tutors. These findings agreed with research conducted by international scholars. More research that focuses on tutors and how they were affected by the abrupt transition to online teaching in relation to the provision of data is necessary.

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Section: Theme 3: Tutor Learning and Organising Mechanismssupporting

confidence: 90%

The Perception of Digital Academic Literacy Tutors during the COVID-19 Pandemic at the University of the Western Cape

Dankers

Stoltenkamp

Donson

2022

IJTES

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“…In consonance with the said debate, Halabi et al (2019) argue that a person-to-person teaching approach builds interpersonal relationships among tutors and students as it most often allows for instant two-way communication and feedback. Contrary to Halabi et al (2019) and based on their research findings, Hadiyanto et al (2021) and Ma et al, (2019) pointed out that a person-to-person teaching approach is not as effective as the blended teaching approach to satisfy the learning styles of the 21st century student. According to Hadiyanto et al (2021) and Ma et al (2019), the Blended Learning (BL) approach comes with the added advantage of giving opportunity to the traditional face-to-face classroom setting as it combines it with computer-mediated activities.…”

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confidence: 80%

“…Contrary to Halabi et al (2019) and based on their research findings, Hadiyanto et al (2021) and Ma et al, (2019) pointed out that a person-to-person teaching approach is not as effective as the blended teaching approach to satisfy the learning styles of the 21st century student. According to Hadiyanto et al (2021) and Ma et al (2019), the Blended Learning (BL) approach comes with the added advantage of giving opportunity to the traditional face-to-face classroom setting as it combines it with computer-mediated activities. To this end, students have more opportunities to interact, share, discuss and provide feedback (Hadiyanto et al 2021).…”

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confidence: 80%

“…Teaching and learning in Higher Education Institutions (HEI) are traditionally (face to face) person-to-person activities undertaken in classrooms where teachers act as transmitters of knowledge to students in ways that make the students passive recipients of knowledge (Ali et al, 2019;Behzad et al, 2022). The effectiveness of this teaching approach or model is the subject of debate for many academics (Hadiyanto et al, 2021;Gherheș et al, 2021;Berga et al, 2021;Kalpokaite & Radivojevic, 2020;Halabi t al., 2010;Mccutcheon et al, 2015;Carrol & Burke, 2011;Ng, 2009;Ma et al, 2019). In consonance with the said debate, Halabi et al (2019) argue that a person-to-person teaching approach builds interpersonal relationships among tutors and students as it most often allows for instant two-way communication and feedback.…”

mentioning

confidence: 99%

“…According to Hadiyanto et al (2021) and Ma et al (2019), the Blended Learning (BL) approach comes with the added advantage of giving opportunity to the traditional face-to-face classroom setting as it combines it with computer-mediated activities. To this end, students have more opportunities to interact, share, discuss and provide feedback (Hadiyanto et al 2021). Hadiyanto et al (2021) notes further that students with diverse learning styles are afforded the convenience and flexibility of the online environment, resulting in a rise in e-learning activities and a substantial influence on 21st century practices.…”

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confidence: 99%

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English

Antwi-Boampong

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Research activities culminating in six published papers constitute this doctoral thesis. The research explored the combination of teaching and learning approaches where the traditional face to face teaching methods were complemented by online delivery purposely to enhance student-learning experiences and outcomes; hitherto known as, Blended Learning (BL). First, it explored the concept of blended learning adoption in a public university in Ghana from faculty, student and administrative perspectives with the view to using the lived experiences of faculty to develop a Faculty Blended Learning Adoption Model. Again, the research identified the key students' Blended Learning determinants and investigated the drivers influencing Management's decision for adopting BL as a teaching approach. The research went further to find out how a Faculty Blended Learning (BL) Model in the Higher education institution context could be developed to improve faculty adoption of BL for teaching and learning. The study was done using a simultaneous mixed methods approach. First, an "Abductive Grounded Theory" methodology was used for the qualitative research that resulted in the publication of five papers. Then, a correlation design was used for the analyses of quantitative method that provided data for the production of the sixth paper. Qualitative data consisting of interviews, classroom observations, policy document analyses and interviews with Faculty, students and administrators were collected for the research. In addition, a survey instrument was developed and sent out to faculty members in six countries (Ghana, Namibia, Dubai, United States, Denmark, and Kuwait) using Google forms to collect quantitative data. These countries were chosen on purpose because of the ease of access to faculty members who could provide answers to the survey instrument. All these were used for testing and validation of the proposed faculty blended learning adoption model. The Constant-Comparative Analytical technique was used in the analysis of the qualitative data while Structural Equation Modelling was used to analyze the quantitative data. A faculty BL adoption model and its accompanying constructs were developed. The study established that there was a relationship between Motivation to adopt BL and Faculty Technology Readiness and Pedagogy Technology Fit and BL Adoption. While a full mediation (direct effect) was observed between Faculty Technology Readiness and BL Adoption, a partial-mediated effect was observed between Pedagogy Technology Fit and BL Adoption when mediated by Motivation. The implication is that the factors (Faculty Technology Readiness and Pedagogy Technology Fit) contribute to faculty BL Adoption when mediated by Motivation. In considering the proposed constructs and establishing Motivation as the faculty core concern when adopting BL, this work leads to a further understanding into the variables that affect Faculty BL adoption in higher education institutions.iii DANSK RESUMEForskningsaktiviteter, der kulminerer i seks publicered...

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Students' Satisfaction of Learning Management System: A Study of Dipa Makassar University, Indonesia

Arifin

Zaidin

Pratomo

et al. 2021

2021 3rd International Conference on Cybernetics and Intelligent System (ICORIS)

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The Effective Use of Full Online Learning to Replace Classroom Learning During the Covid-19 Pandemic

Cited by 9 publications

References 1 publication

The Perception of Digital Academic Literacy Tutors during the COVID-19 Pandemic at the University of the Western Cape

The Perception of Digital Academic Literacy Tutors during the COVID-19 Pandemic at the University of the Western Cape

English

Students' Satisfaction of Learning Management System: A Study of Dipa Makassar University, Indonesia

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