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All Journal Jurnal Pendidikan Terbuka Dan Jarak Jauh KLAUSA (Kajian Linguistik, Pembelajaran Bahasa, dan Sastra)
Niki Raga Tantri
Universitas Terbuka
Arts Humanities Education Languange, Linguistic, Communication & Media

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Optimizing Face To Face Interactions In English Classroom Blended Learning Of Higher Education Level Niki Raga Tantri
KLAUSA (Kajian Linguistik, Pembelajaran Bahasa, dan Sastra) Vol 2 No 02 (2018): KLAUSA Vol. 02 No. 02 Year 2018
Publisher : Ma Chung Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (282.314 KB) | DOI: 10.33479/klausa.v2i02.156

Abstract

This article discussed Blended Learning after the flourished utilization of Learning Management System (LMS) in English classrooms. LMS is found to be one of the efficient digital tools in delivering the content learning, especially English subject. Almost all language skills can be exploited by LMS. It provides English learning both synchronous and asynchronous modes; which meet the purpose of personalized learning. However, there still could be found that LMS has been mistakenly used and created blended learning becomes inefficient learning strategy in the classroom, mostly in face to face meetings. To tackle the problems, this paper attempts to propose the concept of face to face interactions in blended learning classroom. It will be seen from LMS’s ability in the classroom, characteristics of Generation Z students, and the demand of 21st century skills for future workforce.
KEHADIRAN SOSIAL DALAM PEMBELAJARAN DARING BERDASARKAN SUDUT PANDANG PEMBELAJAR PENDIDIKAN TERBUKA DAN JARAK JAUH Niki Raga Tantri
Jurnal Pendidikan Terbuka Dan Jarak Jauh Vol. 19 No. 1 (2018)
Publisher : LPPM Universitas Terbuka

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (261.209 KB) | DOI: 10.33830/ptjj.v19i1.310.2018

Abstract

This research describes whether the social presence can be obtained from online learning of distance education setting. Data in this study employed questionnaire adapted from Rovai (2002) which identified 3 aspects of social presence, namely connectedness aspect, learning aspect, and socio-emotional aspect. Data was taken from 60 students who participated in an 8-weeks online learning. The results showed that all aspects have positive attitudes from students’ point of views. The students experienced connectedness aspect, learning aspect, and socio-emotional aspect in online learning regardless the learning situation which was mostly text-based setting.
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