online course design - universitas indonesia

Online Course Design

Harry B. Santoso, PhDHead of Digital Library & Distance Learning Lab Faculty of Computer Science, Universitas IndonesiaEmail: harrybs@cs.ui.ac.id

Let’s put a ding in

online learning movement !

“

Kata Pengantar

Dalam upaya menyelenggarakan pembelajaran daring kita memerlukan persiapan dan berbagai sumberdaya . Dalam hal ini tidak hanya kesiapan mahasiswa , namun juga kesiapan dosen pengajar . Di antarapersiapan yang perlu dilakukan adalah desain instruksional dari pembelajaran daring.

Kendatipun desain instrusional merupakan salah satu persiapan yang setiap semester perlu dibuat dan ditinjau ulang demi penyempurnaan , pembelajaran daring memerlukan desain instruksional yang khususmengingat kegiatan ini melibatkan media elektronik serta pertimbangan waktu dan tempat yang boleh jaditidak sama antara pengajar dan mahasiswa .

Pada modul workshop ini pembaca dapat mempelajari konsep pembelajaran daring secara umum , blended learning , desain instruksional daring, asesmen , dan lessons learned .

Selamat membaca !

Depok, 7 November 2019

Harry B. Santoso

3

Perkenalan

Sarjana bidang Ilmu Komputer,Universitas Indonesia, INDONESIA

Magister bidang Ilmu Komputer,Universitas Indonesia, INDONESIA

Doktor bidang Engineering Education ,Utah State University , AMERIKA SERIKAT

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Perkenalan

Head of Digital Library & Distance Learning Lab http://dl2.cs.ui.ac.id

Training Manager of Computer Science Center http://pusilkom.ui.ac.id

Former Editor in Chief Jurnal Sistem Informasi http://jsi.cs.ui.ac.id

Former Director of E -Learning Development ~ Asosiasi Pendidikan Tinggi Informatika dan Ilmu Komputer (APTIKOM) http://www.aptikom.or.id

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Welcome to Our Lab ! :)

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Professional Contribution

➔ Editor-in-Chief of Jurnal Sistem Informasi (JSI)

➔ General Chair of Internasional Workshop on Big Data and Information Security (IWBIS) 2017

➔ Publicity Co-Chair of International Conference of Informatics and Computing (ICIC) 2017

➔ Program Chair of ICACSIS 2014, 2015, & 2016

➔ Program Chair of Developing Online Education (DOED) 2014 & 2016

➔ Organizing Committee of the 1 st and 2nd International Conference on Human -Computer Interaction and User Experience

➔ Program Committee of the International Conference on Learning Technologies and Learning Environments (LTLE 2017)

➔ Program Committee of The International Conference on Data and Information Science (ICODIS 2017)

➔ Scientific Committee of Internasional Conference on Innovative Research Across Disciplines (ICIRAD) 2017

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Reviewer

➔ REVIEWER of Asia Pacific CHI UX 2015 (@ Symposium)

➔ REVIEWER of American Society for Engineering Education Annual Conference

➔ REVIEWER of ASEE/IEEE Frontiers in Education Annual Conference

➔ REVIEWER @ Journal of Educators Online and @ International Review of Research in Open and Distance Learning (invited)

➔ REVIEWER (Mitra Bebestari) of The Indonesian Journal on Computing (Indo -JC), Fakultas Informatika, Universitas Telkom, Bandung, Indonesia

➔ REVIEWER (Mitra Bebestari) of Jurnal Buana Informatika (JBI), Universitas Atma Jaya Yogyakarta, Indonesia

➔ REVIEWER (Editorial Team) of Jurnal Sains dan Teknologi, Universitas Pendidikan Ganesha, Bali, Indonesia

➔ REVIEWER (Mitra Bebestari) of Jurnal Ilmiah KURSOR, Jurusan Teknik Informatika, Fakultas Teknik, Universitas Trunojoyo, Jawa Timur, Indonesia

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Research Interests

Online Learning/Computer Assisted-Instruction

Metacognition/ Self -Regulated Learning

Human -Computer Interaction/User Experience

Engineering/Computer Science Education

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SCOPUS ID: 55396730800

H-indeks: 9 dengan Jumlah Dokumen: 92

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ORCID ID: 0000-0003 -0459 -0493

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Google Scholar IDhttps://scholar.google.com/citations?user=c5LxBaMAAAAJ

H-indeks: 1ņ dengan Jumlah Citations : ŏ

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Researchgate IDhttps://www.researchgate.net/profile/Harry_Santoso2

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SINTA RISTEKDIKTI

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Buku yang diterbitkan UI -Press(2017 dan 2018)

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Buku Edisi ke -2(2019)

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Survei Tentang Online Education Research di Indonesia

Survey untuk mengetahui persepsi para pengajar tentang online education research di Indonesia

telah dilakukan terhadap 69 responden yang merupakan para pengajar di berbagai institusi.

64% Sudah menyelenggarakan e -Learning

66% Diantaranya sudah menyelenggarakan e-Learning lebih dari 3 semester

28% Pernah menulis artikel tentang Online Learning

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Kendala dalam Melakukan Online Education Research

Sembilan kendala utama dalam melakukan Online

Education Research

Tidak mengetahui teknis penelitian1

Keterbatasan waktu5

Kurangnya SDM untuk melakukan penelitian9

Masalah ketersediaan data3

Kurangnya fasilitas pendukung2

Kurangnya penguasaan teknologi4

Masalah kebijakan institusi7

Tidak ada dukungan keuangan6

Kurang partisipasi dari pengguna online learning8

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Experiences related to Online Courses

At Utah State University

Using blackboard and canvas

Delivering Online [Blended] Courses for Undegraduate Students

At Universitas Indonesia

Using Moodle

Enrolled in MOOC Providers

Delivering Online [Blended] Courses for Graduate Students

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Experiences as a Digital Learner

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Agenda

➔ How People Learn

➔ New Paradigm of Learning: Student Centered

➔ Online (Blended) Learning

➔ Big Data and Online Learning

➔ Case Studies

➔ Lessons Learned

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Berapa Tahun Kita

Belajar Secara Formal ?

“Bransford, Brown, & Cocking, (eds.). How People Learn. National Academy Press. Washington, D.C.

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How People Learn (1)

Home and Community

Sleep

School

53% 33%

14%

Bransford, Brown, & Cocking, (eds.). How People Learn . National AcademyPress. Washington, D.C.

Pelajar hanya menghabiskan 14% dari waktunyauntuk sekolah

“23

Era Disrupsi Telah Tiba ...

24

Era Disrupsi Telah Tiba ...

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Era Disrupsi Telah Tiba ...

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“In an interview with The New York Times, Google's Senior Vice President for People Operations Laszlo Bock revealed that the number of degree -less hires has trended upwards as they've stopped asking for transcripts for everybody but the most recent graduates.”

“Business Insiderbusinessinsider.com/google -hiring -non-graduates -2013-6

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Era Disrupsi Telah Tiba ...

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“A range of technology occupations —from front -end developers to network administrators —don’t require college degrees. Instead, employers are looking for specific skills that evolve rapidly and can be acquired through certificate programs or at coding bootcamps.”

“Quartz

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Era Disrupsi Telah Tiba ...

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“Jakarta, CNN Indonesia -- Dinas Perhubungan Jawa Barat resmi melarang transportasi berbasis aplikasi, baik roda dua maupun empat. Larangan itu sudah disepakati oleh Dinas Perhubungan Jawa Barat dengan Wadah Aliansi Aspirasi Transportasi (WAAT) Jawa Barat.”

“CNN Indonesia

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Revolusi Industri 4.0

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Revolusi Industri 4.0

Fourth Industrial Revolution Technologies

➔ Artificial Intelligence and Machine Learning➔ Advanced Robotics and New Forms of Automation➔ Ubiquitous Mobile Internet➔ Sensors and Internet of Things➔ Blockchain and Distributed Ledgers➔ 3D Printing➔ Autonomous Vehicles, such as Cars and Drones➔ New Materials, such as Graphene➔ Genetic Advances, Bio-Engineering, Personalized and

Precision Medicine➔ New Energy Sources and Storage Technologies➔ Quantum Computing

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The 10 Skills

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The 10 Skills

Apa saja ?

1. …2. …3. …4. …5. …6. …7. …8. …9. …

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The 10 Skills in 2015 and 2020

World Economic ForumFuture of Jobs Report

“

1. Complex Problem Solving2. Critica l T hinking3. Crea tivity4. People Ma na gement5. Coordina ting with Others6. Emotiona l Intelligence7. J udgement a nd Decision Ma king8. Service Orienta tion9. Negotia tion10. Cognitive Flexibility

1. Complex Problem Solving2. Coordina ting with Others3. People Ma na gement4. Critica l T hinking5. Negotia tion6. Qua lity Control7. Service Orienta tion8. J udgement a nd Decision Ma king9. Active Listening10. Crea tivity

in 2015 in 2020

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The 10 Skills in 2015 and 2020

World Economic ForumFuture of Jobs Report

“

1. Complex Problem Solving2. Critica l T hinking3. Crea tivity4. People Ma na gement5. Coordina ting with Others6. Emotiona l Intelligence7. J udgement a nd Decision Ma king8. Service Orienta tion9. Negotia tion10. Cognitive Flexibility

1. Complex Problem Solving2. Coordina ting with Others3. People Ma na gement4. Critica l T hinking5. Negotia tion6. Qua lity Control7. Service Orienta tion8. J udgement a nd Decision Ma king9. Active Listening10. Crea tivity

in 2015 in 2020

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The 10 Skills in 2015 and 2020

World Economic ForumFuture of Jobs Report

“

1. Complex Problem Solving2. Critica l T hinking3. Crea tivity4. People Ma na gement5. Coordina ting with Others6. Emotiona l Intelligence7. J udgement a nd Decision Ma king8. Service Orienta tion9. Negotia tion10. Cognitive Flexibility

1. Complex Problem Solving2. Coordina ting with Others3. People Ma na gement4. Critica l T hinking5. Negotia tion6. Qua lity Control7. Service Orienta tion8. J udgement a nd Decision Ma king9. Active Listening10. Crea tivity

in 2015 in 2020

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The 10 Skills in 2015 and 2020

World Economic ForumFuture of Jobs Report

“

1. Complex Problem Solving2. Critica l T hinking3. Crea tivity4. People Ma na gement5. Coordina ting with Others6. Emotiona l Intelligence7. J udgement a nd Decision Ma king8. Service Orienta tion9. Negotia tion10. Cognitive Flexibility

1. Complex Problem Solving2. Coordina ting with Others3. People Ma na gement4. Critica l T hinking5. Negotia tion6. Qua lity Control7. Service Orienta tion8. J udgement a nd Decision Ma king9. Active Listening10. Crea tivity

in 2015 in 2020

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Questions to Ponder

Bagaimana implementasi online learningda la m merespon era revolusi industri 4.0?

1. Pemanfaatan teknologi terkini (misal: big data, artificial intelligence, dsb)

2. Optimalisasi online learning dalam membentuk skills set yang diperlukan

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Research Position of MOOC (Berliyanto, 2017)

Penelitian MOOC tahun 2012 - 2016 yang terindeks SCOPUS

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Apa itu Student -Centered Learning ?

Student-centered learning moves students from passive receivers of information to active participants in their own discovery process . W ha t students lea rn, how they lea rn it a nd how their lea rning is a ssessed a re a ll driven by ea ch individua l student’s needs a nd a bilities.

ISTE - International Society for Technology in Education https:/ / www.iste.org/

“

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Traditional vs Online Learning

Is it still relevant asking about traditional vs. online learning nowadays?Why do some people confront traditional vs. online learning?

Many research findings revealed NO SIGNIFICANT DIFFERENCE

VS

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“No Significant Differences ”

“Differences Between Traditional and Distance Education Academic Performances: A meta -analytic approach” by Mickey Shachar and Yoram Neumann (2003)

http://www.irrodl.org/index.php/irrodl/article/view/153/234

“An Investigation of Traditional Education vs. Fully Online Education in IT” by Johnathan Yerby and Kevin Floyd

http://sais.aisnet.org/2013/YerbyFloyd.pdf

“Is Identical Really Identical? An Investigation of Equivalency Theory and Online Learning” by Ruth Lapsley, Brian Kulik, Rex Moody, and J. B. (Ben) Arbaugh

http://www.thejeo.com/Archives/Volume5Number1/LapsleyetalPaper.pdf

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Why do we need Online (Blended) Learning?

Making Thinking Visible (to Instructor)

Making Teaching Visible (to Management)

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Apa itu Active Learning ?

“Active learning is generally defined as any instructional method that engages students in the learning process .”

(Prince, 2004)

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“The evidence for the effectiveness of active learning…”

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Active Learning Methods ?

➔ Collaborative Learning

➔ Problem -Based Learning

➔ Project -Based Learning

➔ Group Discussion

➔ Note-Taking Strategies

➔ Etc.

Can you mention another one?

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Questions to Ponder

Apakah Online (Blended) Learning yang terbaik untuk konteks pembelajaran kita?

“

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What is Online Learning ? (1)

➔ Allen dan Seaman (2013) menyatakan bahwa online courses adalah yang minimal 80% mata kuliahnya disampaikan secara online .

➔ Mayadas dan Miller (2014) mengemukakan dua categori pengertian e-Learning: di level matakuliah dan di level program studi .

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(1) Traditional Classroom Course ; (2) Synchronous Distributed Course ; (3) Web-Enhanced Course; (4) “Emporium” Course ; (5) Hybrid Course ; dan (6) Online Course.

What is Online Learning? ( 2)

Level Mata Kuliah

(1) Traditional Classroom Program ; (2) Multi-Format Program ; (3) Blended Program ; da n (4) Online Program .

Level Program Studi

Menurut Ma ya da s da n Miller (2014):

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What is Blended Learning ?

“Blended learning or ‘hybrid learning,’ is learning that combines the best of online learning and face -to -face instruction for the purpose of enhancing learning.

‘Flipping the classroom ’ or ‘inverted teaching’ are also forms of blended learning, as course content is moved out of the classroom to an online format allowing for class time to be more interactive.”0

https://www.cte.cornell.edu/teaching -ideas/teaching -with-technology/blended -learning.html“

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The Percentage

The Sloan Consortium [a professional organization dedicated to post secondary online learning] defines Blended Learning:

30% - 70% of the instruction is delivered online

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Meskipun demikian, persentase tersebut

tidak dapat mencakup seluruh konfigurasi atau desain Blended Learning

“

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Tipe 1

Week 1 Week 2 Week 3 Week 16In Class Online Online In Class

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Tipe 2

Week 1 Week 2 Week 3 Week 16Online Online OnlineIn Class In Class In Class

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Mengapa Perlu Blended Learning ? (1)

Adanya fleksibilitas untuk siswa dan instruktur

➔ K esempa ta n berta nya➔ K esempa ta n memba gi wa ktu: tuntuta n trida rma PT

Siswa lebih menyuka i ma ta kulia h ya ng memiliki komponen online (ECAR , 2012).

Ada nya fa ktor buda ya , khususnya di Indonesia

➔ Lebih ‘nyaman’ ketemu dosen langsung da la m konteks online course

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Mengapa Perlu Blended Learning ? ( 2)

Bagi UNIVERSITAS : Strategi untuk membuat alokasi sumber daya

Bagi MANAJEMEN FAKULTAS: Memonitor kondisi kelas secara online

Bagi DOSEN : Memfasilitasi dosen untuk menawarkan inovasi pembelajaran

Bagi MAHASISWA : Mendapatkan alternatif desain instruksional dalam belajar

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Online Course Design

Instructional Design Learning Objectives

Learning Activities Learning Assessment

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Instructional Design: Backward Design (1)

Stage 1: Identify Desired Results

What should students come away understanding, knowing and able to do?

Stage 2: Determine Acceptable Evidence of Learning

What is evidence of desired results (i.e., desired understanding)?

Stage 3: Design Learning Experiences & Instruction

What learning activities promote understanding, knowledge, skill, student interest?

Menurut Wiggins dan McTighe dalam The Understanding by Design Guide to Creating High Quality Units:“

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Instructional Design: Backward Design ( 2)

Stage 1: Identify Desired Results

What should students come away understanding, knowing and able to do?

Stage 2: Determine Acceptable Evidence of Learning

What is evidence of desired results (i.e., desired understanding)?

Stage 3: Design Learning Experiences & Instruction

What learning activities promote understanding, knowledge, skill, student interest?

Menurut Wiggins dan McTighe dalam The Understanding by Design Guide to Creating High Quality Units:“

61

Instructional Design: Backward Design (3)

Stage 1: Identify Desired Results

What should students come away understanding, knowing and able to do?

Stage 2: Determine Acceptable Evidence of Learning

What is evidence of desired results (i.e., desired understanding)?

Stage 3: Design Learning Experiences & Instruction

What learning activities promote understanding, knowledge, skill, student interest?

Menurut Wiggins dan McTighe dalam The Understanding by Design Guide to Creating High Quality Units:“

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Contoh Coursepage di LMS

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Learning Objectives

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Learning Activities

REFLECTIONSeven Principles For Good Practice in Undergraduate Education by Arthur W. Chickering and Zelda F. Gamson

1. Encourages contact between students and faculty

2. Develops reciprocity and cooperation among students.

3. Encourages active learning.

4. Gives prompt feedback.

5. Emphasizes time on task.

6. Communicates high expectations.

7. Respects diverse talents and ways of learning.

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Flipped Classroom

Wahyuningrum, E. P. (2015)

Analisis dan Perancangan Desain Instruksional pada

Learning Management System Moodle dalam Konteks Flipped

Classroom. Skripsi, Fakultas Ilmu Komputer Universitas

Indonesia.

“

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Project -Based LearningCase Study: Sistem Interaksi

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Project -Based LearningCase Study: Sistem Interaksi

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Ada Tahapan Pengerjaan ➜ Template

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Group DiscussionCase Study: Komputer & Masyarakat

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Enhanced -Guided NotesCase Study: Fundamental Electronics for Engineers

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Enhanced -Guided NotesCase Study: Fundamental Electronics for Engineers

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Kolaborasi Menggunakan Wiki @ SCELE

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Kolaborasi Menggunakan Wiki @ SCELE

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Kolaborasi Menggunakan Wiki @ SCELE

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Contoh Diskusi : Pertanyaan Pemicu

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Contoh Tanggapan Mahasiswa

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Contoh Tanggapan Dosen

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Assessment: Sebuah Bahan Refleksi

Berapa banyak tes yang biasa Anda gunakan dalam satu semester?

Bagaimana Anda akan mengimplementasikan formal dan informal assessment dalam Blended Learning course?

Berapa persentase untuk tugas dan ujian

Apa ekspektasi Anda menggunakan Online Assessment?

79

Apakah informasi tersebut telah cukup memadai

Sebuah Analogi

Kulkas Anda rusak dan tidak mampu lagi membekukan makanan.

Anda menelepon seseorang yang mampu memperbaikinya. Dia datang sesuai jadwal dan meminta biaya sesuai perkiraan yang ia hitung.

““bahwa the desired outcome (frozen food) telah tercapai?

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Assessments Develops Online Students’ Marketable Skills

Whatever it is students are going to need to be doing on the job, then that ’s how they need to be assessed for the classroom. I start with the assumption that the competencies for the class represent marketable skills , and I find that there ’s pretty much always a way to figure out how to have students do a project that will be representative of the type of work they would do for an employer

Maureen Colenso, Instructor at Northeast Wisconsin Technical College

“

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Learning Assessments (1)

Tujuan dilakukannya assessment dalam Blended Learning, sama dengan yang lainnya, mengecek kedalaman dari student learning, yaitu sejauh mana mahasiswa kita mencapai tujuan pembelajaran

“An approach to help teachers find out what students are learning in the classroom and how well they are learning it”

Angelo & Cross, 1993, p. 4

Objective 1

Objective 2

Objective 3

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Learning Assessments (2)

Riley et al. (2014) menyarakan agar para instruktur (dosen) bertanya pada diri sendiri :

How well does your course make connections between learning objectives, course activities, and selection of site tools to accomplish the assignments? How well do face -to-face and out of class time learning activities complement each other ?

Objective 1

Objective 2

Objective 3

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Rule of Thumb

Assessment berhubungan erat dengan learning outcomes

Assessment bervariasi dan terus -menerus (berkelanjutan)

Umpan balik instruktur harus tepat waktu

Umpan balik teman dianjurkan

Kriteria penilaian harus jelas

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Four Typical Online Learning Assessment Mistakes

1 Expecting a bell curve

2 The wrong type of assessmentPerformance (authentic) vs. Test assessment

3 Not valid (enough) assessment

4 Poorly written multiple -choice tests

Sebuah asesmen yang valid mengukur apa yang seharusnya diukur

Menurut Patty Shank, Ph.D :“

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Types of Learning Assessments

FORMAL ASSESSMENTS

➔ Format dibuat dalam bentuk yang sistematis.

➔ Tipe assessment ini berkontribusi pada nilai akhir mahasiswa, misalnya UTS dan UAS

INFORMAL ASSESSMENTS

➔ Secara umum digunakan untuk memberikan kesempatan kepada pengajar untuk melihat sejauh mana kemajuan belajar mahasiswa

➔ Digunakan untuk memfasilitasi mahasiswa agar dapat berlatih mempersiapkan diri menghadapi formal assessment

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Online Assessment Strategies

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Learning Assessment Techniques

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Characteristics of Learning Assessment

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Quizzes / Tests

Cukup efektif untuk materi -materi yang memerlukan pemahaman atas terminologi , misalnya di mata kuliah Human -Computer Interaction.

➔ Persona➔ Usa bility T esting➔ User Experience➔ Customer J ourney

Da pa t diguna ka n untuk Self -Assessment

“More wa ys to be academically dishonest ” (W a tson a nd Sottie, 2010)

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Essays / Academic Prompts

Memerlukan effort yang lebih besar untuk menilai

Subjektifitas cukup tinggi dalam melakukan penilaian

➔ Untuk kela s pa ra lel dia njurka n untuk mema stika n proses berla ngsung seta ra a nta r kela s (relia bility)

➔ B ora ng a ta u rubrik penila ia n diperluka n

Cukup tepa t diguna ka n untuk mengecek seja uh ma na siswa ma mpu mengaplikasikan konsep ya ng suda h dipela ja ri

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Assessment and Feedback Plan

Week # Activities % of Grade Feedback given by Feedback Turnaround

1 Practice Exercise 0 Automated Immediately

Class Discussion 5 Teacher, Peers Throughout the week’s discussion

Online Journal 5 Teacher Within a week

2 Practice Exercise 0 Automated Immediately

Class Discussion 5 Teacher, Peers Throughout the week’s discussion

Group Project 10 Teacher, Peers, Guest Within a week

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Preparing an Assignment for Assessment

Yang harus dikomunikasikan kepada mahasiswa meliputi:

■ Nama Tugas

■ Lea rning Objectives (s) ya ng berhubunga n denga n tuga s tersebut

■ Batas waktu pengumpula n

■ Sumber ya ng direkomenda sika n untuk penyelesa ia n tuga s

■ Ekspektasi ( jumla h ha la ma n/ ka ta , jumla h sita si, dll)

■ Bentuk tuga s ( individua l a ssignment, group projects)

■ Proses pelaksanaan (meka nisme pengumpula n, pemberia n umpa n ba lik, dll)

■ Kriteria Penilaian ( informa sika n juga rubrik penila ia n bila diguna ka n)

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Contoh Rubrik Partisipasi Kelas Online

Evaluation Criteria

Does not meet any of the

Requirements

Partially Meets Requirements

Mostly Meets Requirements

Meets All Requirements

Exceeds Requirements

Quality Contributions to the online class discussion are well -written, proofread, and directly relevant to the discussion topic

0 1-2 3 4 5

Accuracy All contributions are supported by evidence, if required. Sharing personal experience is essential to this course, however, applying and referencing the salient course readings, cases, and other literature is critical.

0 1-2 3 4 5

Timeliness Contributions are made within the assigned time period.

0 1-2 3 4 594

Contoh Peer Assessment Form

GROUP PROJECT PEER EVALUATION FORM

Project #2 – Group A

CRITERIA No. participation in group meeting

Minimal participation in group meeting

Participated in most or all group meetings. Marginal contribution

Participated in all group meetings. Completed the assigned deliverables based on his/her role

Participated in all group meetings. Went beyond the assigned deliverables. Regularly voluntered.

Members Role in Project

Kelly Project Manager

James Researcher

Yelena Writer

Joseph Presenter 95

Ketika Online Learning Dilaksanakan (1)

■ Mengubah pola pembelajaran 🡪🡪 new learning paradigm!

■ Menghema t kerta s 🡪🡪 paperless!

■ Ara ha n a ta u pemicu da ri penga ja r begitu penting 🡪🡪 motivation!

■ Intera ksi bela ja r bisa ka pa n sa ja da n di ma na sa ja 🡪🡪 flexibility!

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Ketika Online Learning Dilaksanakan (1)

Data log aktivitas menjadi besar, bahkan sangat besar!

Besarnya data tergantung sejauh mana penggunaan learning management systems di institusi masing -masing

Peluang melakukan analisis proses pembelajarandimungkinkan dan bisa lebih detail dibandingkan pembelajaran konvensional

Open Slides A | 18:30

Enter Chatroom | 20:30

Open Slides B | 10:30

Submit Assignment 2 | 14:00

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Lessons Learned

➔Make sure the students are well -prepared

➔Make sure the students check the LMS regularly

There is no guarantee that students with high ICT literacy will be active online more than their peers

➔Make sure the instructions are clear

➔Make sure the students complete all tasks

➔Provide different forms of learning contents

➔Use ‘chunking’ method for creating learning contents

➔Use the data to better analyze the learning activities and learning performance

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Journal Writing Experiences (Selected Publications)

➔ International Journal on Advanced Science, Engineering & IT (published, 2017)

➔ The International Review of Research in Open and Distance Learning (published, 2015)

➔ Journal of Pre -College Engineering Education Research (published, 2014)

➔ Journal of Educators Online (published, 2014, 2016, 2018)

➔ MERLOT Journal of Online Learning and Teaching (published, 2014)

➔ International Education Studies (published, 2013, 2017)

➔ International Journal of Engineering Education (published, 2013)

➔ Design and Technology Education: An International Journal (published, 2013)

➔ Journal of STEM Education: Innovations and Research (published, 2013)

➔ Journal of Educational Technology & Society (published, 2012)

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Daftar Pustaka

Cornell University (2018). Blended Learning . Retrived from https://www.cte.cornell.edu/teaching -ideas/teaching -with-technology/blended -learning.html

Griffith University (2018). Getting Started with Blended Learning . Retrieved from https://www.griffith.edu.au/__data/assets/pdf_file/0004/267178/Getting_started_with_blended_learning_guide.pdf

Futch, L., & Chen, B. (2018). Blended assessments of learning . Retrieved from https://blended.online.ucf.edu/blendkit -course-blendkit -reader -chapter -3/#print

Westhuizen, D. (2016). Guidelines for online assessment for educators . Retrieved from http://oasis.col.org/bitstream/handle/11599/2446/2016_vdWesthuizen_Guidelines -Online-Assessment.pdf?sequence=1&isAllowed=y

Allen & Seaman (2013). Changing course: Ten years of tracking online education in the United States . Retrieved from https://files.eric.ed.gov/fulltext/ED541571.pdf

Mayadas, F., & Miller, G. (2014). Definitions of e -Learning courses and programs, version 1.1, developed for discussion within the online learning community https://onlinelearningconsortium.org/updated -e-learning -definitions/

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Question and AnswerEmail: harrybs@cs.ui.ac.id

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Acknowledgements

Ilustrasi dan Gambar disediakan oleh Undraw.co (Free License without Attribution), Manypixels (free, nonexclusive, worldwide copyright license without Attribution) dan Flaticon (Free License with Attribution)

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