ABSTRACT
The Covid-19 pandemic that has lasted from March 2020 to the present (August 2021) has had an impact on the learning process. Learning activities that are mostly done face-to-face have turned into distance learning or online learning. For lecturers who are accustomed to using distance learning, they do not experience many obstacles, but in the Covid-19 emergency, many lecturers and students experienced obstacles during the learning process. The main purpose of this article is to evaluate the quality of online learning using Be-Smart as the official LMS. This research was conducted at the Culinary Department, Faculty of Engineering, Universitas Negeri Yogyakarta. Sources of research data that assess the quality of online learning are S1 (bachelor) and D4 (applied bachelor) Culinary Department students. The research data was collected using an online learning quality control questionnaire developed from PPIDT. The data were analyzed descriptively quantitatively using the mean value and frequency distribution. The value of the quality of online learning uses a scale of 1-5 which shows a range of values ranging from very poor to very good. The results of the evaluation of the quality of online learning during the COVID-19 pandemic, it can be concluded that all indicators are in the very good category. Indicators of the quality of content, media, planning, processes, and also the evaluation of online learning are in the very good category. Even so, there are still some suggestions that aim to further improve the quality of learning. © 2023 Author(s).
ABSTRACT
The COVID-19 outbreak has forced all courses to be carried out online. This study aims to explain the characteristics of an enjoyable online learning model based on the platform, the content, and the learning strategy for vocational students. Data was collected using closed-ended and open-ended questionnaires which were responded to by 110 students in 2019/2020. The closed-ended questionnaire revealed the most preferred learning elements, and the open-ended questionnaire was to clarify their reasons. The data were arranged sequentially from the quantitative data to the qualitative data. The results of the study showed that: i) The preferred online platforms were Moodle, Google Meet, and WhatsApp. They like Moodle because the content is well structured, Google Meet is easily accessible, and WhatsApp is their daily routine application;ii) The learning content consists of two to three resources namely: 6-10 pages of papers, 11-15 pages PowerPoint, and 6-10 minutes videos. Too much content causes a heavy learning burden;iii) Most students preferred the blended learning strategy. The synchronous lectures for 60-75 minutes can motivate them because they can interact with lecturers and other students. Asynchronous lectures are more flexible that can be done anytime and anywhere so that the students become more independent in their learning. © 2023, Institute of Advanced Engineering and Science. All rights reserved.