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.
An Indonesian MOOC (Massive Online Open Course) aimed to give pre- and in-service English teachers a new online learning experience and equip them to master technological applications for teaching English in class. It has not always been easy for facilitators to assist students to complete MOOC programs. This paper sketches how Indonesian facilitators faced challenges in motivating MOOC students. The experience of facilitators with low and high dropout rates is shown to sharpen and deepen the differences in managing the MOOC program. This study found a relationship between facilitator performance and student retention rates.
This paper is a conceptual review which discusses the previous literatures employing LMS for the effectiveness of teaching and learning activities in the classroom. Despite the success stories of the implementation of this web-based platform in the academic context, there was few studies highlight the mechanism of using LMS for the classroom management to accommodate effective face to face and online learning for a specific term. Several studies about employing LMS in the classroom were reviewed to obtain the forthcoming proposal of classroom activities using LMS. The review results the elaboration of recent LMS is provided as well as the advantages of using LMS to achieve the 21st century skills are described. Preparation of LMS for teaching and learning activities in the classroom including the learning goals, planning for both face to face and online learning, the current Bloom Taxonomy, selecting online tools, and the evaluation are interpreted to establish future classroom activities.
This paper is a conceptual review which discusses the previous literatures employing LMS for the effectiveness of teaching and learning activities in the classroom. Despite the success stories of the implementation of this web-based platform in the academic context, there was few studies highlight the mechanism of using LMS for the classroom management to accommodate effective face to face and online learning for a specific term. Several studies about employing LMS in the classroom were reviewed to obtain the forthcoming proposal of classroom activities using LMS. The review results the elaboration of recent LMS is provided as well as the advantages of using LMS to achieve the 21st century skills are described. Preparation of LMS for teaching and learning activities in the classroom including the learning goals, planning for both face to face and online learning, the current Bloom Taxonomy, selecting online tools, and the evaluation are interpreted to establish future classroom activities.
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