scholarly journals Experience of online lecture delivery in a Nigerian university

2020 ◽  
pp. 3-4
Author(s):  
E.O. Akinkunmi
Keyword(s):  
Online Learning ◽  
Global Community ◽  
Resource Limited Settings ◽  
New Normal ◽  
Resource Limited ◽  
Online Lectures ◽  
Online Lecture ◽  
Nigerian University ◽  
First Time

As COVID-19 continues to affect the global community, the ways in which stakeholders in pharmacy training respond to the ‘new normal’ will have long-lasting impact on the outcome of future pharmacists and the profession. This paper presents a report on the first-time experiment of using online lectures for some sets of students in a Nigerian pharmacy faculty. Challenges experienced during the lecture, as well as the suggestions and comments from students and faculties are included. It is evident that all stakeholders need to be carried along in designing the best way forward in pharmacy training in the present challenging times. It is concluded that online learning can offer an important alternative in resource limited settings, when all stakeholders are actively involved in its design.

scholarly journals Business Models Canvas of MOOCs: an Investigation of Sustainable Practices for MOOC Universities

Jurnal INFORM ◽  
2021 ◽  
Vol 6 (2) ◽  
pp. 133-137
Author(s):  
Erri Wahyu Puspitarini ◽  
Anastasia Maukar ◽  
Fitri Marisa ◽  
Kurniawan Wahyu Haryanto ◽  
Teguh Pradana
Keyword(s):  
Online Learning ◽  
Business Model ◽  
Business Models ◽  
Industrial Revolution ◽  
Online Course ◽  
Massive Open Online Course ◽  
Online Lectures ◽  
Online Lecture ◽  
Business Design

Massive Open Online Course (MOOC) is defined as an online open-access course available to an unlimited number of students from any location. These online lectures provide convenience and timeliness for students, enabling them to study from anywhere and anytime. With the demand for online learning, universities require a business design model for the MOOC application that will be used as online learning with the hope that it can be carried out continuously and in the long term to support the existence of online learning. The online learning process in Indonesian education in the era of the Industrial Revolution 4.0 and the implementation of the Merdeka Belajar Kampus Merdeka (MBKM). This research aims to create a business model for the implementation of the MOOC application as an open online lecture. The stages of this research method include a literature review study related to business models by the world's leading MOOC platforms, including Coursera, EdX, Udacity, and Udemy. Then analyzed and made a business model using the nine-block canvas method and implemented the MOOC application in the context of the MBKM Curriculum.

scholarly journals Evaluasi Website Kuliah Online STMIK Amikom Purwokerto Menggunakan Metode Heuristik (Studi Kasus Mata Kuliah Enterprise Resource Management)

2019 ◽  
Vol 18 (2) ◽  
pp. 171-179
Author(s):  
Debby Ummul Hidayah ◽  
Ika Romadoni Yunita ◽  
Gustin Setyaningsih
Keyword(s):  
Online Learning ◽  
Distance Learning ◽  
Resource Management ◽  
Interface Design ◽  
Heuristic Evaluation ◽  
Web Interface ◽  
Effective Learning ◽  
Online Lectures ◽  
Calculation Results ◽  
Online Lecture

Online lecture is one alternative to support distance learning. STMIK Amikom Purwokerto has implemented the online lecture system. In order to support effective learning while studying online using website media, an effective web interface is needed. However, there were complaints from users when accessing web lectures online. One of them is the user does not understand the overall use of functions on the existing system. Therefore heuristic evaluation is needed to find out how useful the system is in supporting online lectures. The results show that based on the calculation results using heuristic evaluation, the severety rating with a scale of 3 means that the online learning website at STMIK Amikom Purwokerto needs to be throughly improved from both system functionality and interface design.

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

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

scholarly journals Assessing the Efficacy of Online Lecture Modules in a Core Mechanical Engineering Undergraduate Course

2017 ◽  
Author(s):  
Mohammed S. Taboun ◽  
Robert W. Brennan
Keyword(s):  
Online Learning ◽  
Engineering Design ◽  
Mechanical Engineering ◽  
Mode Of Delivery ◽  
Online Course ◽  
Class Session ◽  
Online Lectures ◽  
Traditional Lectures ◽  
Online Lecture ◽  
Second Year

In recent years, there has been a growing interest in flipped delivery of undergraduate courses. There has also been an interest in blending online learning with traditional, in-class learning. In this paper, the efficacy of a blended online course is assessed based on the second-year mechanical engineering course “Computing Tools for Engineering Design” for the Fall 2016 semester. This is an extension of a Fall 2015 study in the same course where traditional lectures were used. This study examines how the online modules are used by the students, as well as students’ opinions on the video effectiveness. The results of the study painted a picture of a typical flipped delivery student: one who streams the content on a personal device/computer before the in-class session, and tends to stop/rewind the content rather than playing it continuously. Student impressions of the mode of delivery were generally positive, indicating that a combination of online lectures and in-class practice sessions support learning.

scholarly journals RESPON MAHASISWA TERHADAP PERKULIAHAN ONLINE PADA PEMBELAJARAN MATEMATIKA DI MASA PANDEMI COVID-19

2021 ◽  
Vol 4 (1) ◽  
pp. 67-84
Author(s):  
Lisnani Lisnani ◽  
Benidiktus Tanujaya
Keyword(s):  
Online Learning ◽  
Online Courses ◽  
Learning Systems ◽  
Student Responses ◽  
Face To Face ◽  
Online Lectures ◽  
Data Collection Process ◽  
Online Lecture ◽  
Face To Face Learning

The COVID-19 pandemic has significantly changed Indonesia's educational system, including its universities. In all subjects, including mathematics, face-to-face learning systems must be transformed into online learning systems. The purpose of this study is to examine student responses to online lectures delivered during the Covid-19 pandemic. The study employed a descriptive qualitative method, with 30 students enrolled in high-grade mathematics courses. The data collection process included document analysis, observation, and questionnaire-assisted interviews. After that, the data were analyzed using descriptive statistics techniques and presented in diagrams and narration. The results revealed that the online lecture process incorporated a digital platform, including video conferencing via Zoom, cloud meetings, WhatsApp, and the University's Lumen. The majority of students dislike online learning, even though the lectures are delivered like face-to-face lectures. They dislike online courses for two primary reasons: the unstable quality of the internet network and difficulty comprehending subject concepts.

Lights, Cameras (on), Action! Camera Usage During Zoom Classes Facilitates Engagement Without Increasing Fatigue

2021 ◽  
Author(s):  
Adam Epstein-Shuman ◽  
Kostadin Kushlev
Keyword(s):  
Online Learning ◽  
University Students ◽  
Online Classes ◽  
Online Lectures ◽  
Georgetown University ◽  
Online Lecture

The COVID-19 pandemic fundamentally altered how most in-person institutions approached teaching, forcing many universities to rely on video platforms like Zoom to hold classes. In light of this shift, and in an attempt to improve experiences in online classes, we explored whether students’ camera usage during online lectures would affect their engagement and fatigue. For a little over a month, 65 Georgetown University students were randomly assigned to have their cameras on or off for the duration of an online lecture. Our analyses revealed that when students had their cameras on, they were significantly more engaged, but no more fatigued, than when they had their cameras off. These results lay the groundwork for future exploration into maximizing the potential of Zoom-based online learning

scholarly journals PENGEMBANGAN MODEL ADDIE BAGI PEMBELAJARAN DARING MATA KULIAH PENGANTAR HUKUM INDONESIA UNIVERSITAS NEGERI SURABAYA

2021 ◽  
Vol 13 (1) ◽  
pp. 33
Author(s):  
Emmilia Rusdiana
Keyword(s):  
Online Learning ◽  
Law Students ◽  
Structured Interviews ◽  
Tertiary Institutions ◽  
Face To Face ◽  
Learning Plan ◽  
Online Lectures ◽  
Online Lecture ◽  
Face To Face Learning ◽  
Media Creation

Proses pembelajaran sesuai dengan Rencana Pembelajaran Semester (RPS) yang telah disusun dosen di awal perkuliahan, tetapi dosen terkadang mengalami beberapa hambatan sehingga perkuliahan tidak berjalan dengan baik. Perkuliahan dilakukan 15x tatap muka, dan Unesa telah menyediakan fasilitas daring  sebanyak 4x. Fasilitas perkuliahan dalam jaringan (daring) merupakan bagian penting dalam pembelajaran saat ini, karena perkuliahan daring dapat menggantikan pembelajaran tatap muka, sehingga hal ini menjadi alasan pengembangan perkuliahan secara daring. Penelitian ini dilakukan untuk mengetahui kesiapan perguruan tinggi terhadap tantangan digital dan respon mahasiswa pada perkuliahan daring. Adapun penelitian ini menggunakan metode addie dan pengumpulan data menggunakan wawancara terstruktur dan dianalisis dengan deskriptif kualitatif. Hasil dan pembahasan menunjukkan bahwa pengembangan perkuliahan dengan daring pada mata kuliah Pengantar Hukum Indonesia (PHI) dengan menggunakan bahan ajar yang praktis dan mudah dipahami oleh mahasiswa S1 Hukum melalui beberapa tahap mulai dari pemetaan, pelaksanaan pembuatan media daring, pelaksanaan perkuliahan secara daring dan evaluasi yang dilakukan melalui tugas. Pelaksanaan  kuliah daring memerlukan evaluasi persiapan perguruan tinggi, dosen dan mahasiswa.  Beberapa masukan dari segi media dan konten (isi) telah diperbaiki oleh tim peneliti dan pembelajaran daring telah siap untuk diberikan pada mahasiswa.   Kata kunci : metode addie, Pengantar Hukum Indonesia, ahli media, ahli hukum, pembelajaran daring AbstractThe learning process is by following with the Semester Learning Plan (RPS) that has been prepared by the lecturer at the beginning of the lecture, but the lecturer sometimes experiences some obstacles so that the lecture does not go well. Lectures are conducted 15x face-to-face, and Unesa has provided 4x online facilities. Online lecture facilities are an important part of learning today because online lectures can replace face-to-face learning, so this is the reason for developing online lectures. This research was conducted to determine the readiness of tertiary institutions for digital challenges and student responses to online lectures. The research uses the addie method and data collection uses structured interviews and analyzed with descriptive qualitative. The results and discussion show that the development of online lectures in Indonesian Law Introduction (PHI) courses using teaching materials that are practical and easily understood by S1 Law students through several stages ranging from mapping, implementing online media creation, online lecturing and evaluating online done through assignments. Implementation of online lectures requires an evaluation of the preparation of tertiary institutions, lecturers and students. Some input in terms of media and content has been improved by the research team and online learning is ready to be given to students.    Keywords: The Addie method, Introduction to Indonesian Law, media experts, legal experts, online learning

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