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1.
NeuroQuantology ; 20(8):2421-2435, 2022.
Article in English | EMBASE | ID: covidwho-1988595

ABSTRACT

The aim of this writing is to boost the lecturer’s technology management in delivering the lecture, disseminating research and serving community service. There are two main reasons, first the use of gadget is increasing massively and second the need of teaching and learning during and post-pandemic covid-19 is in touchable world. These emerge the lecturer to have own android apps to be accessed by the students anytime anywhere they need. It can contain the lecturer’s official video of lecture, research and community service. This writing describes the features of lecturer’s apps from the profile, the subjects taught;including the lesson plan, the video, the frequently asked questions, discussion forum, and exercises until the open access references. Besides telling the research interest of the, it also describes the community service for the society. There are at least three benefits having one lecturer one android apps, namely 1. It helps the students to access the lecture anytime and anywhere;2. The customized videos can be adapted to student’s own learning style;3. All provided sources won’t be bothered by holidays or any other activities. In conclusion, having one lecturer one android apps helps the students to study during and post-pandemic covid-19 situation.

2.
International Journal of Early Childhood Special Education ; 13(2):1331-1341, 2021.
Article in English | Web of Science | ID: covidwho-1579771

ABSTRACT

When it comes to education, the COVID-19 epidemic has had a major effect, particularly on distance learning techniques that must be completed online. It also applies to Architecture and Interior Design students in the planning and design studio lecture activities, which were formerly carried out offline in the studio but are now required to be carried out online from their individual residences, as part of the online learning methodology. Various difficulties encountered in architectural and interior planning, as well as design studio lectures, need students' adaptation via the use of virtual reality and digital technology. There are numerous restrictions in terms of visual and digital communication, ranging from the use of technical equipment to the facilities held by lecturers and students. The research used a qualitative descriptive approach, in which data was gathered via questionnaires, with the respondents being architecture and interior design students who answered the questions. According to the findings of the research, the adaptation of online lectures is not only a virtual and digital issue, but also a physical and non-physical one that requires consideration. When it comes to architectural and interior planning and design studio courses, virtual and digital changes have an impact on the learning process and the quality of learning results. Physical adaptation necessitates the provision of supporting resources in the form of tools and equipment to aid in the delivery of classroom lectures. Non-physical adaptation includes changes in time, patterns and methods of learning, behavior, psychology, and the internet network, as well as changes in the internet network itself. In future studies, it is necessary to do more in-depth study on behavioral and psychological adjustments and perspectives.

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