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NeuroQuantology ; 20(11):3306-3318, 2022.
Article in English | EMBASE | ID: covidwho-2067339

ABSTRACT

Online learning is the solution chosen to avoid crowds, which are feared to lead to the new cluster of the Covid-19 pandemic. It's just that online learning is often followed by a different process of teacher interaction in online learning.This study is intended to describe teacher interactions in online learning during the pandemic between teacher and student perspectives.The research approach is quantitative with the type of comparative research, through random sampling, namely on respondents who are in teacher and student social media forums, from January to March in 2021.The results of data collection obtained 789 teachers and 910 student respondents. The data collection instrument used a closed questionnaire.The results showed interaction of teachers providing online learning during the pandemic at all levels of education is significantly different andthere is a significant difference between a teacher and student learning interactions, at the level of achievement of teacher and student respondents at certain times/times both have had online learning interactions during the pandemic. For teachers the average value is 2.55 with a percentage of 56.1%, for students, the average value is 2.55 with a percentage of 63.9%. The researcher recommends that it is necessary to reflect and evaluate teacher interactions in online learning. Copyright © 2022, Anka Publishers. All rights reserved.

2.
NeuroQuantology ; 20(11):2126-2139, 2022.
Article in English | EMBASE | ID: covidwho-2067335

ABSTRACT

Online learning is the solution chosen to avoid crowds, which are feared to lead to the new cluster of the Covid-19 pandemic. It's just that online learning is often followed by a different process of teacher interaction in online learning.This study is intended to describe teacher interactions in online learning during the pandemic between teacher and student perspectives.The research approach is quantitative with the type of comparative research, through random sampling, namely on respondents who are in teacher and student social media forums, from January to March in 2021.The results of data collection obtained 789 teachers and 910 student respondents. The data collection instrument used a closed questionnaire.The results showed interaction of teachers providing online learning during the pandemic at all levels of education is significantly different andthere is a significant difference between a teacher and student learning interactions, at the level of achievement of teacher and student respondents at certain times/times both have had online learning interactions during the pandemic. For teachers the average value is 2.55 with a percentage of 56.1%, for students, the average value is 2.55 with a percentage of 63.9%. The researcher recommends that it is necessary to reflect and evaluate teacher interactions in online learning.

3.
2021 Universitas Riau International Conference on Education Technology, URICET 2021 ; : 65-70, 2021.
Article in English | Scopus | ID: covidwho-2052107

ABSTRACT

The Covid-19 pandemic has resulted in the implementation of learning switching from face-to-face to virtual face-to-face and or online asynchronous. Online learning Asynchronous requires both teachers and students to be able to adapt to distance learning independently and collaboratively. However, one of the independent and collaborative learning strategies is the application of PEDATI learning designs to develop online learning methods asynchronous. PEDATI learning design is an abbreviation of PElajari-DAlami-Terapkan-evaluasI. This study aims to describe the application of PEDATI learning design to develop online learning methods asynchronous in elementary schools in Banjarmasin City. The subjects of this research are teachers and students who develop online learning methods asynchronous in elementary schools Central Banjarmasin District, while the object of this research is how to apply PEDATI learning designs into online learning methods asynchronous during the Covid-19 pandemic. The research method used is descriptive qualitative with primary data collection techniques are observations and interviews and secondary data sources are literature studies. Test the validity of the data by using the triangulation technique of data sources and extending the participation of informants. The data analysis technique used the Spradley braid analysis model. The results showed a positive response from partner institutions to participate in the participation extension program, seen from the effectiveness of the question-and-answer session between the instructor and training participants in the "very satisfied"category, as well as the content of Google Classroom virtual classrooms that had implemented PEDATI learning designs in the "eligible"category. © 2021 IEEE.

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