Metodologi Eduinnova: Pembelajaran kolaboratif yang diintegrasikan dangan teknologi untuk meningkatkan keaktifan dan interaksi siswa dalam pembelajaran daring

Penelitian ini mengkaji inovasi pendidikan yang mengintegrasikan teknologi dalam pembelajaran kolaboratif dengan pembagian kelompok-kelompok kecil yang dikenal dengan metodologi Eduinnova. Tujuan penelitian ini untuk menambah wacana inovasi pendidikan yang diintegrasikan dengan teknologi untuk menjembatani permasalahan pembelajaran kolaboratif untuk meningkatkan inteaksi sosial siswa dengan teman dan lingkungan tanpa menghilangkan unsur pembelajaran kognitif ataupun pedagogis siswa. Analisis pembelajaran tersebut kemudian diintegrasikan dengan pembelajaran daring selama masa pandemi Covid-19. Penelitian ini merupakan penelitian kualitatif. Peneliti mengambil data dari buku dan literatur lainnya menggunakan teknik library research. Sumber data primer diambil dari buku Innovations in Educational Psychology: Perspectives on Learning, Teaching, and Human Development, karya Sternberg dan Preiss. Hasil penelitian adalah adanya kesamaan pembelajaran dengan metodologi Eduinnova dengan pembelajaran daring dalam hal penggunaan teknologi portabel sebagai media pembelajaran. Penerapan metodologi Eduinnova dalam pembelajaran daring adalah dengan memanfaatkan media zoom meeting ataupun google meet sebagai ganti dari tatap muka langsung dikelas menjadi tatap muka dalam media online. Hal ini dilakukan untuk memantau pembelajaran interaksi siswa.Eduinnova methodology: Collaborative learning integrated with technology to improve student activity and interaction in online learningAbstractThis study examines educational innovations that integrate technology in collaborative learning with the division of small groups known as the Eduinnova methodology. The purpose of this study is to add to the discourse of educational innovation integrated with technology to bridge collaborative learning problems to improve student social interaction with friends and the environment without eliminating the elements of student cognitive or pedagogical learning. The learning analysis is then integrated with online learning during the Covid-19 pandemic. This research is qualitative research. Researchers took data from books and other literature using library research techniques. Primary data sources were taken from the book Innovations in Educational Psychology: Perspectives on Learning, Teaching, and Human Development, by Sternberg and Preiss. The result of this research is the similarity of learning with the Eduinnova methodology with online learning in terms of using portable technology as a learning medium. The application of the Eduinnova methodology in online learning is to use zoom media meetings or google meet instead of face-to-face in class to face-to-face in online media. This is done to monitor student interaction learning.

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Fostering Collaboration in CSCL

Encyclopedia of Information Communication Technology ◽

10.4018/978-1-59904-845-1.ch044 ◽

2009 ◽

pp. 335-340 ◽

Cited By ~ 3

Author(s):

Donatella Persico ◽

Francesca Pozzi ◽

Luigi Sarti

Keyword(s):

Online Learning ◽

Collaborative Learning ◽

Learning Communities ◽

Learning Community ◽

Learning Strategies ◽

Online Courses ◽

Computer Supported Collaborative Learning ◽

Online Learning Communities ◽

Face To Face ◽

The Social

Some collaborative learning strategies widely used in face-to-face settings can also be adapted to online contexts. They allow us to master the complex relations between members of large, heterogeneous online learning communities. The authors build on their experience in the application of some of the most well-known strategies and techniques used in online courses, such as jigsaw, peer review, role-play, case study, and brainstorming. The use of these strategies in computer supported collaborative learning (CSCL) environments and the related models describing the social structure of the learning community is discussed in the attempt to highlight their strengths and weaknesses and investigate the conditions for their applicability. The aim is to inform the design and the management of online learning communities.

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EXPLORING COLLABORATIVE ONLINE LEARNING

Online Learning ◽

10.24059/olj.v5i1.1885 ◽

2019 ◽

Vol 5 (1) ◽

Cited By ~ 11

Author(s):

David D. Curtis ◽

Michael J. Lawson

Keyword(s):

Online Learning ◽

Collaborative Learning ◽

Learning Environment ◽

Work Groups ◽

Online Learning Environment ◽

Substantial Evidence ◽

Face To Face

An investigation was carried out to determine the extent to which evidence of collaborative learning could be identified in students’ textual interactions in an online learning environment. The literature on collaborative learning has identified a range of behaviors that characterize successful collaborative learning in face-to-face situations. Evidence of these behaviors was sought in the messages that were posted by students as they interacted in online work groups. Analysis of students’ contributions reveals that there is substantial evidence of collaboration, but that there are differences between conventional face-to-face instances of collaborative learning and what occurs in an asynchronous, networked environment.

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Reassessing Disparities in Online Learner Student Engagement in Higher Education

Educational Researcher ◽

10.3102/0013189x19898690 ◽

2020 ◽

Vol 49 (1) ◽

pp. 20-29 ◽

Cited By ~ 5

Author(s):

Justin Paulsen ◽

Alexander C. McCormick

Keyword(s):

Higher Education ◽

Online Learning ◽

Student Engagement ◽

Collaborative Learning ◽

Learning Strategies ◽

Large Population ◽

Public And Private ◽

Face To Face ◽

For Profit ◽

The Impact

Online learning is the fastest growing segment in U.S. higher education and is increasingly adopted in public and private not-for-profit institutions. While the impact of online learning on educational outcomes is becoming more clear, the literature on its connection with student engagement is sparse. Student engagement measures identify key aspects of the learning process that can improve learning and outcomes like retention and achievement. The few studies investigating the link between online learning and student engagement found positive benefits for online learners compared to face-to-face learners in terms of perceived academic challenge, learning gains, satisfaction, and better study habits. On the other hand, face-to-face learners reported higher levels of environment support, collaborative learning, and faculty interaction. However, these studies did not effectively account for the differences in background characteristics like age, time spent working or caring for dependents, and enrollment status. Further, they did not consider the increasingly large population of students who enroll in both online and face-to-face courses. In our study, we used propensity score matching on the 2015 National Survey of Student Engagement data to account for the disparities in these groups’ demographics variables. After matching, we found that some of the previous literature’s differences diminish or disappear entirely. This suggests differences in supportive environments and learning strategies have more to do with online student characteristics than learning mode. However, online learning still falls well below other modes in terms of collaborative learning and interaction with faculty.

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Advantages and Challenges of Fostering Cognitive Integration Through Virtual Collaborative Learning: a Qualitative Study

10.21203/rs.3.rs-1151573/v1 ◽

2021 ◽

Author(s):

Jeanette Ignacio ◽

Hui-Chen Chen ◽

Tanushri Roy

Keyword(s):

Online Learning ◽

Collaborative Learning ◽

Focus Group ◽

Learning Activity ◽

First Year ◽

Cognitive Integration ◽

Focus Group Discussions ◽

Learning Session ◽

Group Discussions ◽

Face To Face

Abstract BackgroundThe drastic shift from face-to-face classes to online learning due to the COVID-19 pandemic has enabled educators to ensure the continuity of learning for health professions students in higher education. Collaborative learning, a pedagogy used to facilitate knowledge integration by helping students translate theory from basic sciences to clinical application and practice, has thus been transformed from a face-to-face to a virtual strategy to achieve the learning objectives of a multi-disciplinary and integrated module.ObjectivesThis study aimed to describe and evaluate, through focus group discussions, a virtual collaborative learning activity implemented to assist first year undergraduate nursing students to develop cognitive integration in a module consisting of pathophysiology, pharmacology and nursing practice.MethodsFourteen first year undergraduate students and four faculty involved in facilitating the virtual collaboration participated in the study. Focus group discussions were conducted to elicit the perceptions of students and staff on the virtual collaborative learning session conducted at the end of the semester.ResultsThree themes were generated from the thematic analysis of the students’ focus group scripts. These were: (1) achieving engagement and interaction, (2) supporting the collaborative process, and (3) considering practical nuances. The three themes were further subdivided into subthemes to highlight noteworthy elements captured during focus group discussions. Three themes also emerged from the focus group discussion scripts of faculty participants: (1) learning to effectively manage, (2) facing engagement constraints, and (3) achieving integration. These themes were further sectioned into salient subthemes.ConclusionThe virtual collaborative learning pedagogy is valuable in fostering cognitive integration. However, meticulous planning considering various variables prior to implementation is needed. With better planning directed at addressing the learners’ needs and the faculty’s capabilities and readiness for online learning pedagogies, and with a strong institutional support to help mitigate the identified constraints of virtual collaborative learning, students and faculty will benefit.

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Development of a Perceptions of Online Learning Scale

10.31234/osf.io/ra5ms ◽

2021 ◽

Author(s):

R. Noah Padgett ◽

Shan Jiang ◽

Laura Shero ◽

Todd Kettler

Keyword(s):

Factor Analysis ◽

Online Learning ◽

Educational Innovation ◽

Engaged Learning ◽

Student Centered ◽

Student Centered Learning ◽

Face To Face ◽

Expert Review ◽

Face To Face Learning ◽

Psychological Foundation

The sudden switch to online learning brought an unintended spotlight to the gradually expanding educational innovation of online instruction. Online learning has generally been stigmatized as less effective than traditional face-to-face learning. The learning of students tends to be influenced by teachers’ individual differences and perceptions of online learning. In this study, we describe the development of a new perceptions of online learning scale (POOLS). The POOLS seeks to measure perceptions of online learning across four theoretical constructs associated with quality education in both online and traditional face-to-face formats. Existing measures to assess perceptions of or readiness for online learning are learner-focused and could not reflect the psychological foundation of the teacher population. The POOLS was constructed using expert review and a sample of 654 adults responded to the survey. We conducted an exploratory factor analysis and confirmatory factor analysis on split halves of these data. The results of this initial validation study provide the basis for using the POOLS as an approach to measuring four aspects of perceptions of online learning: Effective Learning (ω^2 = 0.75), Student-Centered Learning (ω^2 = 0.69), Interactive Learning (ω^2 = 0.72), and Engaged Learning (ω^2 = 0.68). We recommend that the POOLS be used at an aggregate level to describe the general relationship between these factors and other characteristics such as self-efficacy, amount or type of experience with online learning, and personality traits.

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The Effectiveness of Online Learning Model Implementation

KnE Social Sciences ◽

10.18502/kss.v6i2.10012 ◽

2021 ◽

Author(s):

Ali Muhtadi ◽

Dian Wahyuningsih ◽

Monika Sidabutar

Keyword(s):

Online Learning ◽

Student Satisfaction ◽

Learning Model ◽

Learning Activities ◽

Learning Problems ◽

Educational Institutions ◽

Student Preparation ◽

Data Presentation ◽

Face To Face ◽

Learning Modes

The study from home policy was implemented to reduce crowds as an effort to suppress the spread of Covid-19. All levels of education were asked to learn from home, guided and facilitated by educators and educational institutions. Ideally, the learning process should run smoothly even though learning activities are carried out online. However, the shift in learning modes from face-to-face to online has created many learning problems. This study aimed to assess the effectiveness of the implemention of online learning models in Indonesia. This was a descriptive study and a quantitative approach was used. Data were collected online using a questionnaire. Data were analyzed interactively through three components of analysis, namely data reduction, data presentation, and drawing conclusions or verification. Based on the results, it was found that the implementation of online learning was effective. 100% of the lecturers implemented online learning using LMS, of which 86.67% were skilled at using the LMS platform in carrying out online learning. The lecturers used various strategies to organize learning, including integrating cognitive materials in core activities to improve student preparation, involvement and independence in online learning activities. In addition, 50% of the lecturers have conducted student satisfaction surveys on online learning. Keywords: effectiveness, learning model, online learning

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Learning Strategies at During the Covid-19 Pandemic at SD Muhammadiyah 5 Porong

Proceedings of the ICECRS ◽

10.21070/icecrs20211133 ◽

2021 ◽

Vol 10 ◽

Author(s):

Dwi Febyanovi Inaya ◽

Muhlasin Amrullah

Keyword(s):

Online Learning ◽

Learning Strategies ◽

Research Method ◽

Teaching And Learning ◽

Research Process ◽

Learning Activities ◽

Learning Problems ◽

Face To Face ◽

Face To Face Learning ◽

Using Data

This research examines various aspects, including: student learning activities, problems during learning, to learning solutions at SD Muhammadiyah 5 Porong in the midst of the Covid-19 pandemic. In the research process using data collection techniques by means of interview, observation, photos and videos when the research process was carried out. This study aims to obtain information regarding the strategies being carried out at SD Muhammadiyah 5 Porong in learning in the midst of the Covid-19 pandemic. This research method uses descriptive qualitative research methods. The existence of the Covid-19 pandemic has resulted in the teaching and learning process now being shifted to online learning. Online learning is a solution to solving educational problems due to the current Covid-19 pandemic. The offline method is also applied through face-to-face learning and continues to carry out obligations by complying with health protocols. Such is the learning conducted at SD Muhammadiyah 5 Porong. By using the online method and the offline method which is applied at SD Muhammadiyah 5 Porong amidst the current learning problems with the state of Indonesia affected by Covid-19.

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What's Missing? How Interpersonal Communication Changes During Online Learning

Asian Journal of University Education ◽

10.24191/ajue.v17i4.16213 ◽

2021 ◽

Vol 17 (4) ◽

pp. 148

Author(s):

Prawinda Putri Anzari ◽

Seli Septiana Pratiwi

Keyword(s):

Online Learning ◽

Interpersonal Communication ◽

Sociology Department ◽

Communication Process ◽

Primary Data ◽

Group Discussions ◽

Face To Face ◽

Online Lectures ◽

Active Observation ◽

Online Lecture

Abstract: During the Covid-19 pandemic in Indonesia, all communication activities have been carried out mostly through CMC, including online learning that students must experience. This situation brings big changes in the communication process between lecturers and students and vice versa. This paper aims to see how interpersonal communication changes in the online lecture process and what elements of interpersonal communication are lost with technology in online learning. The data collection method in this study was to conduct Focus Group Discussions on Sociology students at the Universitas Negeri Malang. 6 students were involved in the FGD with the criteria for students above the 2019 class who had experienced face-to-face and online lectures. Primary data was obtained through active observation of Sociology Department lecturers. This study indicates that many dimensions of interpersonal communication are missing in online lectures, such as the loss of empathy between students due to the absence of face-to-face communication and miss communication in online lectures, which causes interpersonal communication not to work effectively. Furthermore, Interpersonal communication cannot be established properly if the lecturer does not have high technological skills. It can then affect the spirit of student learning in online lectures. Keywords: higher education, ICT skills, interpersonal communication, online learning

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Kerja Sama Antara Guru dengan Siswa Selama Pembelajaran Daring Di Masa Pandemi Covid-19

NATURALISTIC : Jurnal Kajian Penelitian Pendidikan dan Pembelajaran ◽

10.35568/naturalistic.v5i2b.1275 ◽

2021 ◽

Vol 5 (2b) ◽

pp. 921-934

Author(s):

Maulina Hendrik ◽

Diana Pramesti

Keyword(s):

Online Learning ◽

Data Analysis ◽

Secondary Data ◽

Data Sources ◽

Primary Data ◽

Exploratory Research ◽

Face To Face ◽

Analysis Technique ◽

Depth Interview ◽

Teachers And Students

This research aimed to describe: 1) the implementation of learning while learning from home during the Covid-19 epidemic; 2) a form of cooperation between students and teachers during online learning during the Covid-19 pandemic at SD STKIP Muhammadiyah Bangka Belitung; and 3) factors that hinder the establishment of cooperation between teachers and students during online learning. This research is a qualitative research using a qualitative exploratory research design. The primary data sources of this study were teachers of class IVA and IVB, parents of students, and students of SD STKIP Muhammadiyah Bangka Belitung and the secondary data sources of this study were articles of relevant research results and other related references. This research data collection using in-depth interview techniques, questionnaires, direct observation, documentation, and archival records. The data analysis of this study used the Miles and Huberman analysis technique in 3 stages, namely data reduction, data presentation, and drawing conclusions. The results of data analysis show: 1) The pattern of learning implementation at SD STKIP Muhammadiyah Bangka Belitung during learning from home during the Covid-19 period was virtual and door to door face-to-face. 2) Cooperation between teachers and students is quite good during online learning based on 3 indicators: attendance on time, respect teacher and peer opinions, and complete assignments on time. 55% of students who attend on time during online learning. Students who value / listen to their friends' opinions when learning use zoom as much as 79%, and students who always submit assignments to the teacher on time as much as 48%. 3) factors that hinder the establishment of cooperation between teachers and students during online learning, namely: student enthusiasm, learning facilities and infrastructure, the role and competence of parents, and practicum-based subjects.

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PENDAMPINGAN PEMBELAJARAN DARING TERHADAP PESERTA DIDIK SD/MI DI DESA GUCI DENGAN MENGGUNAKAN MEDIA PEMBELAJARAN INTERAKTIF

TA'AWUN ◽

10.37850/taawun.v1i01.178 ◽

2021 ◽

Vol 1 (01) ◽

pp. 14-27

Author(s):

Nur Zaini ◽

Nikmatul Khori

Keyword(s):

Online Learning ◽

Interactive Learning ◽

Learning Problems ◽

Educational Institutions ◽

Face To Face ◽

Parental Assistance ◽

Home Learning ◽

Learning Assistance ◽

The Government ◽

Almost All

Indonesia confirmed the spread of Covid-19 since the beginning of March 2020. Until now, this virus has had an impact on almost all areas of life, not only health but also the economy, especially education. In the field of education, the government implements regulations regarding online learning systems or Distance Learning (PJJ) by means of Study From Home (Learning From Home). Online learning is a new thing for educational institutions. Many obstacles that occur include the teacher still having difficulty in determining the use of appropriate media for international learning. Another obstacle is the lack of parental assistance. Therefore, the authors conducted online learning assistance for SD / MI students using interactive learning media. Researchers used mentoring strategies and the methods used were online and offline methods. The result of the mentoring process using interactive learning media is the increased interest, motivation and achievement of students and this is an ineffective solution to online learning problems. There are many factors in the implementation of online learning assistance for SD / MI students in Guci village, both supporters and obstacles. Among the supporting factors are the talents, high interest and motivation of students, family support, school, community. The inhibiting factors are the lack of facilities or infrastructure used for learning both online and face-to-face, the lack of discipline of students during face-to-face mentoring, lack of discipline in using masks, and so on.

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