Beyond the Face-to-Face Learning: A Contextual Analysis

The Covid-19 pandemic has led to policies that make teachers and students have to adapt the face-to-face learning model to online learning. The teacher of SD N 2 Cakranegara admits that there are limitations to the variety of audio-visual learning media used. The teachers also don't know and have never tried to develop game games with learning content, even though Android-based games are very possible to be developed and accessed portable on smartphones, the majority of which are already owned by teachers and students. The provision of workshops and assistance in making Android-based educational games for SD N 2 Cakranegara teachers aims to improve skills in creating and developing learning media in the form of educational games and maximizing the use of smartphones. The targeted output in this service activity is the existence of educational games that are ready to be used for the online learning process through appsgeyser.com and quickappninja.com.

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Hybrid Learning

Blended Learning ◽

10.4018/978-1-5225-0783-3.ch001 ◽

2016 ◽

pp. 1-28

Author(s):

Nahed Abdelrahman ◽

Beverly J. Irby

Keyword(s):

Higher Education ◽

Online Learning ◽

Hybrid Learning ◽

Faculty Members ◽

Learning Approaches ◽

Face To Face ◽

The Face ◽

Face To Face Learning ◽

Definition Of ◽

Higher Education Advancement

Hybrid learning has been utilized as a transitional learning method to make advantage of both face-to-face and online learning platforms. In this article, the authors explored how faculty members perceive using simultaneously multiple platforms in higher education such as face-to-face, online, and hybrid platforms in teaching. In this study, the authors examined how faculty members defined hybrid learning. They also explored how the participants perceive both hybrid and online learning as vehicles for higher education advancement as well as strategies to attract more students to higher education. The purpose of this research was to develop an analytical overview of one of the learning approaches such as hybrid and its impact on higher education. The authors have interviewed ten faculty members in order to achieve this objective. The results illustrated that faculty members do not have one single definition of hybrid learning but rather they have multiple definitions. Faculty members also demonstrated that they support online learning because it achieves more accessibility to higher education, yet, they believe the face-to-face learning achieve more quality of education.

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Comparative Knowledge Gained from Online and Face-to-Face Learning Modes in Management Courses in Nepal

Journal of Business and Social Sciences Research ◽

10.3126/jbssr.v5i1.30197 ◽

2020 ◽

Vol 5 (1) ◽

pp. 35-50

Author(s):

Arhan Sthapit ◽

Bikash Shrestha

Keyword(s):

Descriptive Statistics ◽

Online Classes ◽

Education Policies ◽

Face To Face ◽

Factorial Anova ◽

Higher Education Policies ◽

The Face ◽

Learning Modes ◽

Face To Face Learning ◽

Management Students

The paper aimed at examining the perceived difference between knowledge gained from online and face-to-face learning modes as a result of the intensities (viz., high and low) of comparative interaction level and ease of attending the classes, in the context of management courses in Nepal. Based on the survey (complete enumeration) of all management students (n=224) attending the online classes at Nepal Open University from 5th to 25th Jan., 2020, the study applied descriptive statistics and factorial ANOVA using the General Linear Model in analysing data to pursue the research objectives. Nepalese management students’ experience with their present online classes in terms of the knowledge gained was found to be equivalent to their previous experience with the face-to-face mode. It also discovered that intensities of the comparative interaction level and comparative ease of attending classes had a significant impact on comparative knowledge gained. The findings should offer instrumental inputs to design effective higher education policies blending the online and face-to-face learning modes.

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The Effect of Internet Use during COVID-19 Pandemic on the Learning Outcomes of Cadets in Merchant Marine Polytechnic of West Sumatera

Asian Journal of Economics Business and Accounting ◽

10.9734/ajeba/2021/v21i430369 ◽

2021 ◽

pp. 31-38

Author(s):

Faisal Saransi ◽

Fauziah Roselia ◽

Nelfi Erlinda

Keyword(s):

Learning Outcomes ◽

Local Governments ◽

Internet Use ◽

The Internet ◽

Merchant Marine ◽

Significance Level ◽

Face To Face ◽

West Sumatra ◽

The Face ◽

Face To Face Learning

This research is based on the policy given by central and local governments to stop the face-to-face learning process during the COVID-19 pandemic. It is due to prevent the coronavirus contagion spread and in exchange, remote learning is conducted by utilizing internet as one of supports. The research objective is to discover the significant effects of internet use during the COVID-19 pandemic toward the learning outcomes of the cadets in Merchant Marine Polytechnic of West Sumatera. Based on the data analysis that the researchers have done, it is found that the value of tcount = 3.166 is greater than t table = 1.988 at the 5% significance level, it can be concluded that there is a significant influence on the internet utilization variable during the pandemic on the learning outcomes of Taruna / I Shipping Polytechnic of West Sumatra.

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Improving the Students’ Motivation in Learning English through Google Meet during the Online Learning

English Learning Innovation ◽

10.22219/englie.v2i1.14605 ◽

2021 ◽

Vol 2 (1) ◽

pp. 35-42

Author(s):

Rizal Wahid Permana Putra

Keyword(s):

Online Learning ◽

Learning Process ◽

Learning Experience ◽

Technical Problems ◽

Face To Face ◽

Effective Learning ◽

The Face ◽

Face To Face Learning ◽

Teaching Learning ◽

Learning English

The increase number of Covid-19 outbreak has profoundly changed our education system. This condition has led the teachers to alter the face-to-face learning into online learning. Online learning emphasizes on the internet-based courses synchronously and asynchronously. Besides its technical problems, conducting online learning was said to be monotonous since the teachers preferred doing online tasking to providing effective learning experience. Further, this condition led to low students’ motivation in learning English. In other words, the students might be in boredom to participate and engage in the teaching- learning process owing to the monotonous learning. Most students were said to be late or even reluctant to complete the assignments. Therefore, the researcher conducted the Classroom Action Research dealing with the use of Google meet to improve the students’ motivation in learning English during the online learning. The research subject was the 7th grade students of SMP Negeri Satu Atap Jarit. The research was conducted in two cycles. In cycle I, it showed that there was an increase of students’ motivation in learning English. The increase of students’ motivation was 61, 8%. Meanwhile, in cycle II, the researcher found that the Google meet significantly improved the students’ motivation in learning English. The increase of students’ motivation was 79, 4%. The result showed that the students actively participate and engage in the teaching-learning process. The students were very enthusiastic to respond and answer the some questions, and share their ideas related to the topic of the meeting. In addition, the increase of students’ motivation influence the students to compose sentences correctly related to the given assignments. Based on the result of data analysis, the researcher drew a conclusion that the use of Google meet significantly improved the students’ motivation in learning English during the online learning.Keywords: Google meet, Learning English, Students’ Motivation

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Curriculum Development Based on Online and Face-to-Face Learning in a Saudi Arabian University

Journal of Curriculum and Teaching ◽

10.5430/jct.v9n3p141 ◽

2020 ◽

Vol 9 (3) ◽

pp. 141

Author(s):

May Alashwal

Keyword(s):

Curriculum Development ◽

Graduate Education ◽

Time Management ◽

Online Survey ◽

Saudi Arabian ◽

Academic Program ◽

Face To Face ◽

The Face ◽

Face To Face Learning ◽

Class Interaction

This research examined curriculum development in an academic program with respect to graduate education-level methods of teaching. Numerous studies have suggested that educational curricula should be redeveloped based on Web 2.0 technologies. The purpose of this research is to analyze student perspectives regarding curriculum development based on their online and face-to-face learning experiences in a Saudi Arabian university. This research surveyed 95 graduate students in a Saudi university to examine their perceptions of curriculum development based on online and face-to-face learning. The research objective was to determine students’ opinions regarding the performance and challenges of the developed curriculum. The research design in this study was based on a qualitative analysis study of an online survey. The survey data were analyzed and showed a consensus in favor of online learning courses. The results show that online students highlighted the flexibility, accessibility, and balance of time management in their personal and professional life during the course yet the face-to-face students emphasized that their main reason for enrolling in face-to-face classes involved having better class interaction with peers and faculties.

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1691 Survey of Patient Attitudes Towards Face-To-Face and Telemedicine Teaching in the COVID-19 Era

British Journal of Surgery ◽

10.1093/bjs/znab259.920 ◽

2021 ◽

Vol 108 (Supplement_6) ◽

Author(s):

L Coady ◽

A Charturvedi ◽

N Fearon ◽

H Heneghan ◽

E Carrington

Keyword(s):

University Hospital ◽

Free Text ◽

Privacy Concerns ◽

Face To Face ◽

Education Environment ◽

The Face ◽

Face To Face Learning ◽

Teaching Attitudes ◽

Areas Of Interest

Abstract Background COVID-19 has profoundly impacted the healthcare education environment and telemedicine has been used to augment face-to-face learning and support social-distancing. There is little evidence which examines how patients feel about participating in teaching with this technology. Method A prospective survey of 229 surgical inpatients/outpatients was conducted at a university hospital between August–September 2020. The survey consisted of 31 questions (7-point Likert scales, quantitative items, and free-text answers) to explore: general attitudes towards teaching, attitudes towards COVID-19, perceptions of face-to-face teaching and perceptions of telemedicine teaching. Relationships between demographics and areas of interest were analysed qualitatively and quantitatively. Results Patients reported a positive attitude towards both face-to-face (mean 5.5 [1.1SD]) and telemedicine teaching (5.4 [1.2]) however there was a preference for the face-to-face approach (mean difference [MD]=.16, p = 0.14). Face-to-face teaching was found to be less bothersome (MD=.32, p=.002) and more rewarding (MD.33, p<.001). Older patients were more likely to report both teaching techniques as embarrassing (face-to-face r=.16, p=.048; telemedicine r=.15, p=.036) or as an infringement on their privacy (face-to-face r=.13, p=.048; telemedicine r=.17, p=.017). Qualitative analyses revealed four themes of the patient experience: apprentice role of students, communication skills, transient need for telemedicine during COVID-19 and privacy concerns. Conclusions Despite reporting a favourable impression of telemedicine teaching, patients prefer traditional face-to-face styles as they find telemedicine more bothersome and less rewarding. Educators should take this into consideration during planning of teaching during the pandemic.

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The Effect of the Covid-19 Pandemic on Stress Learning

Paedagogie: Jurnal Pendidikan dan studi ISlam ◽

10.52593/pdg.02.2.01 ◽

2021 ◽

Vol 2 (02) ◽

pp. 59-76

Author(s):

Qorri ‘Ainan Salsabila ◽

Zachrina Aqinar ◽

Muhamad Ridwan Effendi

Keyword(s):

Learning System ◽

Stress Factors ◽

Literature Study ◽

Face To Face ◽

Study Approach ◽

The Face ◽

Face To Face Learning ◽

Internet Networks ◽

Solution Focused ◽

Learning Stress

Learning stress or academic stress is a category of distress in which students perceive academic demands as disturbing. It can also be interpreted as pressure related to the ability to master a science. Symptoms of learning stress include physical reactions, behaviour, thought processes, and emotions. Based on various research results, the level of learning stress increases during the COVID-19 pandemic. This is considered related to the change in the face-to-face learning system to online (in the network), which raises new factors as triggers for learning stress. This research was conducted to determine how the COVID-19 pandemic affects stress in learning and find solutions to overcome feelings of stress in learning, especially solutions from an Islamic perspective. The method used by the author in this study is a qualitative method with a literature study approach with analysis of the theory of Robert J. Van Amberg about the stages of stress. The results of the study revealed that learning stress factors during the covid-19 pandemic were in the form of lack of understanding of the material, a lot of assignments, declining grades, a tiring and boring learning system, quota constraints and internet networks, individual internal factors, and social factors other. Islam views stress as a trial that every Muslim must face. Islam also provides solutions for stress, namely patience, tawakkal, and the discipline of worship. Other solutions for learning stress during the COVID-19 pandemic can also be in the form of problem-focused coping and emotional focused coping, web-based Solution-Focused Brief Counseling (SFBC), and spiritual, emotional freedom technique (SEFT).

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PENGELOLAAN LKP PADA MASA PENDMIK COVID-19

Journal Of Lifelong Learning ◽

10.33369/joll.4.1.15-22 ◽

2021 ◽

Vol 4 (1) ◽

pp. 15-22

Author(s):

Zhahara Yusra ◽

Rufran Zulkarnain ◽

Sofino Sofino

Keyword(s):

Learning Process ◽

Working Hours ◽

Study Groups ◽

Face To Face ◽

Descriptive Research ◽

The Face ◽

Qualitative Descriptive ◽

Data Validity ◽

Face To Face Learning ◽

Made In

The purpose of this study was to determine and describe in detail the management of LKP during the pandemic. This research is a qualitative descriptive research. This study uses interview data collection techniques, observation, and documentation. Data validity checking used time triangulation, subject triangulation and technical triangulation. The result of the research was that in the process of curriculum adjustment involving Mrs. Rosilah as the head of the LKP, Mr. Erwin as the curriculum organizer and Mrs. Leni Susanti as the tutor, curriculum adjustments were made in the form of dividing study groups into 2x a week, there was no change in instructors in the learning process, changes working hours in accordance with face-to-face changes, and the application of health protocols in the face-to-face learning process and during the implementation of competency exams.

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Analysis of the difficulty index of item bank according to cognitive aspects during the Covid-19 pandemic

Jurnal Penelitian dan Evaluasi Pendidikan ◽

10.21831/pep.v25i2.42603 ◽

2021 ◽

Vol 25 (2) ◽

Author(s):

Maizura Fauzie ◽

Andi Ulfa Tenri Pada ◽

Supriatno Supriatno

Keyword(s):

Classical Test Theory ◽

Item Bank ◽

Test Theory ◽

Data Set ◽

Face To Face ◽

Aceh Province ◽

The Face ◽

Computer Based ◽

Face To Face Learning ◽

Difficulty Index

The Covid-19 pandemic is a major challenge for the education system. The face-to-face learning process shifted to online learning, including the school exams. In Aceh province, the school exams have changed from paper-based and computer-based. This research aims to analyze the difficulty index of an item bank based on cognitive aspects of Bloom’s Taxonomy. The study samples included 850 students. The data were the item bank of a final semester exam consisting of 200 multiple-choice items, answer keys, and students’ answer sheets. The empirical analysis of the item bank using classical test theory (CTT) found that 141 out of 200 items are valid based on content validity and computing data set using the Aiken’s V formula. Item tests have reliability of 0.983. The reliability is calculated using the Kuder-Richardson 21 formula. If the reliability coefficient is r11 ≥ 0.70, then the item is declared reliable. In addition, 62 out of 141 (43.97%) items from the item bank are classified with a moderate difficulty index, and 79 items (56.03%) are categorized with a high difficulty index. The cognitive aspects found in the items are remembering, understanding, applying, and analyzing. Students mostly found items with the cognitive aspects of remembering and understanding are difficult to solve.

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