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Buku Potret Pendidikan Tinggi di Masa Covid-19 Ebook(2)
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Best practices of higher education in Indonesia during Covid-19 Pandemic
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... Dilihat dari data tersebut baik dari segi penawaran, permintaan dan jumlah produk yang disediakan masih sedikit. Sementara itu, pembatasan sosial kini memaksa setiap siswa di Indonesia sesuai dengan petunjuk Mendikbud untuk belajar secara daring (Saputro et al, 2019 Belawati, 2020 Tiga kesenjangan utama di Indonesia pada saat pandemi ini adalah kesenjangan ekonomi, kesenjangan geografi dan kesenjangan digital. Kesenjangan digital sebenarnya adalah konsekuensi dari kedua kesenjangan yang ada. ...
... Source: Belawati, 2020 Hasil (X) menunjukkan bahwa hanya 11 persen siswa memilih belajar daring sedangkan 89 persen lebih memilih belajar offline. Dari 11 persen itu, hanya 50 persen yang menyatakan siap. ...
Purpose: The purpose of this research is to apply an online learning framework toward Indonesia Higher Education institution. The research is using change management approach with Anderson learning framework. Research methodology: This research is an analysis of the literature and data available at the time of the pandemic. By collecting various data and existing literature, an analysis is made of how this challenge can be an opportunity for education in Indonesia to be able to move forward in the future. Results: The results of this study show that in Indonesia not only geographical divide but also digital divide. The root of the problem of this digital divide is economic inequality, one of which is due to infrastructure inequality. Limitations: This research is unable to apply the Anderson model to all the learning conditions in Indonesian. Instead it is choosing some sample to apply the model. Contribution: This research contribution is the adjusment of Anderson model so it can be applied in Indonesian context. Keywords: Pandemic, Change management, Online learning model
... Sebagian besar mahasiswa (68,7%) menggunakan handphone untuk pembelajaran daring, 14,3% memakai notebook, 10,7% desktop, 0,7% tablet, dan 5,6% peralatan lainnya. (Belawati, 2020). ealitas di atas membuka paradigma para praktisi pendidikan untuk merubah sistem pembelajaran yang berlaku, hal ini sejalan dengan pendapat Wendhie Prayitno bahwa dengan melakukan inovasi pendidikan berbasis digital seperti yang sedang berkembang saat ini Teknologi Informasi dan Komunikasi memiliki kemampuan untuk mengakses atau menggunakannya. ...
Unlabelled:
Little research has explored the effects of socio-demographic and technological factors on university lecturers' Technological, Pedagogical, and Content Knowledge (TPACK). Conducted in the context of emergency remote learning during the pandemic, the mixed-methods study reported on this paper examined Indonesian lecturers' TPACK during the emergency online teaching, and how their gender, length of teaching experience, prior platform training, and mostly used platform affected their TPACK. 555 lecturers from different parts of Indonesia participated in the e-survey used in this study. Follow-up semi-structured interviews were conducted with ten of the participants. Results revealed that the lecturers' pedagogical and content knowledge components were higher than their technological knowledge components. Findings also showed that gender and mostly used platform affected TK, whereas teaching experience affected pedagogical (PK) and content knowledge (CK). Prior platform training did not affect TPACK. Further, the absence of Learning Management Systems (LMS) forced some to use social media platforms to conduct remote teaching, impacting their TK, impacting their TK. Given the low TK levels, it is suggested that higher education institutions increase the use of online learning platforms (e.g., LMS) and technologies (e.g., augmented reality and virtual reality technologies, which will be highly useful especially for practice-based courses).
Supplementary information:
The online version contains supplementary material available at 10.1007/s43545-023-00630-w.
Intercultural competence (IC) is a concept which has gained importance in recent years. It seems to be transparent, accepted as well as used both in formal and informal situations. This concept can be defined as an individual’s capability to communicate effectively and appropriately with other people who have different cultures, norms, and values. In order for a person to be labeled as an intercultural speaker with intercultural competence, s/he should have the competence of intercultural attitude, skill, and knowledge. However, this competence has not been noticed and assessed comprehensively inside and outside academia, particularly in the setting of English language teaching. Hence, this study aims to assess and determine the level of intercultural competence of state junior high school English teachers in Yogyakarta. This study involved 260 participants taken using cluster random sampling from the whole population of 790 state junior high school English teachers. Data were collected using a valid and reliable questionnaire. Afterward, the data were analyzed with descriptive statistics and Kruskal Wallis test along with prerequisite of normality. This study revealed that the level of IC of state junior high school English teachers in Yogyakarta was high. Moreover, it has been found that their level of intercultural attitude (IA), intercultural skill (IS), and intercultural knowledge (IK) were categorized as high. In other words, these results indicate that the state junior high school English teachers in Yogyakarta have a capability to mingle with diverse people using a language effectively and appropriately. Importantly, this study showed that there were no significant differences in their IC level according to where they teach in four districts and one city. These mean that the locations where they teach do not affect their level of intercultural competence.
With the increase of mobilized and relatively inexpensive technologies, educators are challenged to consider new innovations for learning situations. This case study evaluates the use of mobile learning in a college course for instructional purposes. The study describes the specific manner in which mobile technology was utilized and then details ways student learning was impacted. The current body of literature regarding m-learning reveals a need for theoretical and pedagogical basis for m-learning within an educational context. Thus, the author developed an assessment tool to examine the use of mobile technology in a higher education course. This article reinforces m-learning should be based upon established course goals and objectives and not a particular type of electronic device. The researchers report the use of mobile technology use in this case study enhanced multiple types of learning, including, but not limited to, experiential, place-based, field-based, active, authentic, self-regulated and hands-on learning.
The COVID-19 pandemic is a huge challenge to education systems. This Viewpoint offers guidance to teachers, institutional heads, and officials on addressing the crisis. What preparations should institutions make in the short time available and how do they address students’ needs by level and field of study? Reassuring students and parents is a vital element of institutional response. In ramping up capacity to teach remotely, schools and colleges should take advantage of asynchronous learning, which works best in digital formats.
As well as the normal classroom subjects, teaching should include varied assignments and work that puts COVID-19 in a global and historical context. When constructing curricula, designing student assessment first helps teachers to focus. Finally, this Viewpoint suggests flexible ways to repair the damage to students’ learning trajectories once the pandemic is over and gives a list of resources.
This multidisciplinary book represents an initial attempt to connect adult learning and knowledge management in theory and practice. It provides educators, learners and organizational development professionals with new strategies and resources for developing active and effective pedagogies, which in turn prepare learners and practitioners to manage knowledge in organizations and higher education. To do so, it gathers contributions and case studies from a diverse, global team of authors and provides a theoretical and practical outline of new strategies and methods for facilitating adult teaching and learning. It also provides a fresh reading of active learning methods, by adopting a knowledge management viewpoint that is broadly applicable, whether helping students master content in university courses, or helping organizations learn and change.
The book is divided into three main sections: a) methods and theories for adult teaching and learning; b) knowledge management in education; and c) case studies and best practices that consider classroom learning, higher education change, and organization development.
This book constitutes the thoroughly refereed post-conference proceedings of the First International Workshop on Higher Education Learning Methodologies and Technologies Online, HELMeTO 2019, held in Novedrate, Italy, in June 2019.
The 15 revised full papers and 2 short papers presented were carefully reviewed and selected from a total of 39 submissions. The papers are organized in topical sections on online pedagogy and learning methodologies; learning technologies, data analytics and educational big data mining as well as their applications; the challenge of online sport and exercise sciences university programs.
The purpose of this study was to investigate the relationship among Taiwanese high school students’ learning style, sense of presence, cognitive load, and affective and cognitive learning outcomes in an immersive virtual reality-based learning environment. This study used a teaching experiment intervention method. Seventy-seven students participated in the virtual reality-based learning environment and completed related scales and a test. This study found that although the students’ learning style does not influence learning outcomes, it may influence the subjective sense of presence and cognitive load in the learning process. Regarding the affective learning outcome, involvement/immersion, sensory fidelity, and mental effort are positive predictors. In addition, involvement/immersion, interface quality, mental load, and mental effort are negative predictors of cognitive learning outcomes. The conclusion from this study is that students with some learning style preferences must bear a greater cognitive load to achieve the same learning outcomes as other students. This study also points out that the components of sense of presence and cognitive load generate inconsistent predictive effects on affective and cognitive learning outcomes, respectively. Therefore, it is important to deeply explore the influence of sense of presence and cognitive load structure on learning in virtual environments.
Although virtual reality became popular technology whose application is recognized in various domains, the field generally still lacks a widespread culture of usability. This is also evident when considering environments intended for learning, specifically virtual learning environments (VLEs). According to our findings, it is clear that there is a growing need for systematic evaluation approach to help with the design and development of usable learner-centered VLE solutions. After comprehensive introductory background and state of the art in the field, this article provides an insight into Scenario-based Group Usability Testing (ScerGUT), a mixed methods approach to the evaluation of three-dimensional VLEs which integrates several different methods of usability testing with measurements of educational value. While the majority of the existing work has made use of usually one single usability assessment technique, ScerGUT employs a number of methods putting in focus users and user testing. To examine efficiency and applicability of the approach, empirical validation is conducted as a case study of particular VLE. The contribution of the article is twofold: (a) ScerGUT as a mixed methods approach to the evaluation of VLEs, which brings new scientific value and could help other researchers and (b) ScerGUT’s application to a particular VLE, which brings quantitative and qualitative results, thus providing an insight into ease of use and educational value of specific VLE.
How to educate the next generation of college students to invent, to create, and to discover—filling needs that even the most sophisticated robot cannot.
Driverless cars are hitting the road, powered by artificial intelligence. Robots can climb stairs, open doors, win Jeopardy, analyze stocks, work in factories, find parking spaces, advise oncologists. In the past, automation was considered a threat to low-skilled labor. Now, many high-skilled functions, including interpreting medical images, doing legal research, and analyzing data, are within the skill sets of machines. How can higher education prepare students for their professional lives when professions themselves are disappearing? In Robot-Proof, Northeastern University president Joseph Aoun proposes a way to educate the next generation of college students to invent, to create, and to discover—to fill needs in society that even the most sophisticated artificial intelligence agent cannot.
A “robot-proof” education, Aoun argues, is not concerned solely with topping up students' minds with high-octane facts. Rather, it calibrates them with a creative mindset and the mental elasticity to invent, discover, or create something valuable to society—a scientific proof, a hip-hop recording, a web comic, a cure for cancer. Aoun lays out the framework for a new discipline, humanics, which builds on our innate strengths and prepares students to compete in a labor market in which smart machines work alongside human professionals. The new literacies of Aoun's humanics are data literacy, technological literacy, and human literacy. Students will need data literacy to manage the flow of big data, and technological literacy to know how their machines work, but human literacy—the humanities, communication, and design—to function as a human being. Life-long learning opportunities will support their ability to adapt to change.
The only certainty about the future is change. Higher education based on the new literacies of humanics can equip students for living and working through change.
This book offers a re-assessment of the educational and occupational value of MOOCs based on developments since 2013. When MOOCs appeared--amidst great fanfare--in 2012, leaders proclaimed an educational “revolution.” By 2013, however, dramatic failures, negative research findings, and sharp critiques ended the MOOC hype. This book examines both MOOCs and prior distance learning innovations, and offers a broad overview of their educational, economic and social effects. Chapters explore ties between MOOCs and emerging pedagogical models as well as exponentially rising tuition rates, student debt, and chronic underemployment of university graduates worldwide. It offers readers a comprehensive, up-to-the-moment guide to the MOOC phenomenon.
Leonard J. Waks is Professor Emeritus of Educational Leadership at Temple University, USA.