E-Learning as Connector among Education Institution in the 4th Industrial Revolution

Yuhasriati,; Jasmaniah, None; Azhari, Budi; Maawiyah, Aisyah; Zulkifli, Zulkifli; Syabuddin,; Hamid, Marwan; Hamidansyah,; Ridhwan, Muhammad; Hambali,; Ilyas,; Bahri, Samsul

doi:10.1088/1742-6596/1471/1/012024

Cited by 8 publications

(6 citation statements)

References 3 publications

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“…Some teachers also encourage students to use low-internet data applications (Tuli et al, 2020) and free sites, such as low-cost e-learning (Brown et al, 2020;Jackson et al, 2020;Yuhasriati et al, 2020), as not every school provides internet data subsidy for students and teachers. So, teachers implement the distance learning strategy by recommending free online learning apps for students.…”

Section: Discussionmentioning

confidence: 99%

Distance learning during the COVID-19 pandemic: School closure in Indonesia

Azhari

Fajri

2021

International Journal of Mathematical Education in Science and

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160

127

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This study investigates the distance learning process of teachers during school closure due to COVID-19's impact. This research focuses on the introduction of distance learning, the obstacles faced by teachers and approaches to addressing different hurdles in the implementation of distance learning. This study collected data from mathematics and science teachers spread in junior and senior high schools in Aceh Province, Indonesia. Data were collected through a questionnaire from 353 teachers and interview from 6 teachers to get in-depth information related to the focus of this study. The results of the study revealed that teachers could not directly utilize various Information and Communication Technology (ICT) devices and online learning platforms that are widely available in supporting distance implementation, either due to the ability of teachers, parents' economic factors, limited internet access, and the absence of guidance. However, over time, the teacher can independently adapt to environmental conditions and the characteristics of students in carrying out distance learning.

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Section: Discussionmentioning

confidence: 99%

Distance learning during the COVID-19 pandemic: School closure in Indonesia

Azhari

Fajri

2021

International Journal of Mathematical Education in Science and

Self Cite

160

127

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“…Experiences of students during ERL have been mixed, with reports of improved learning and some negative experiences (Ewing & Cooper, 2021;Wise & Bergner, 2020). Remote learning promoted the anytime anywhere learning (Mazana, 2018) and reached people who would have been inaccessible (Yuhasriati et al, 2020). Students enjoyed the comfortable home environments, efficient time utilisation, smooth interaction (Benito et al, 2021;Shim & Lee, 2020), flexibility, convenience (Wise & Bergner, 2020) and the freedom to structure their learning (Jena, 2020;Parker et al, 2021).…”

Section: Positive Experiencesmentioning

confidence: 99%

Students’ Responses to Multi-Modal Emergency Remote Learning During COVID-19 in a South African Higher Institution

Matarirano

Gqokonqana

Yeboah

2021

RESSAT

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COVID-19 pandemic forced several higher education institutions (HEI) to operate remotely. Emergency remote teaching, using synchronous and asynchronous instruction, was adopted by several HEIs. The experiences of students with remote teaching and learning in certain situations are not fully understood, thus need to be explored. This study explored the experiences of students with the emergency remote teaching and learning practices adopted at a selected HEI in South Africa. A cross-sectional and self-administered survey was used to gather data from 243 conveniently sampled returning students within the Department of Accounting and Finance. Descriptive statistics were used to make sense of the collected data. The study found that students preferred a face-to-face approach to learning to remote learning. The respondents underscored insufficient data, unstable network connection, unconducive home environments and loneliness as deterrents to effective remote learning. Despite these negative experiences, students appreciated the flexibility and convenience of recorded video lectures and acknowledged the compassion and support of lecturers during remote learning. An understanding of the experiences of students during remote learning provides a basis for future teaching plans, which would improve students' learning experiences. In its current format and students living in their home environments, remote learning greatly diminishes the chances of success for most students. Lecturers need to be compassionate and considerate of student’s struggles in their plans for remote teaching and learning as well as online learning.

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“…Technological advances in the era of the Industrial Revolution 4.0 have realized a transformation towards improvement by integrating the online world and production lines in industry, where all production processes run with the internet as the main support (Yuhasriati et al 2020). The era of the Industrial Revolution 4.0 also has implications for the education management system at Indonesian Islamic Higher Education (IIHE), currently the information system and administrative processes have been processed digitally and the internet is the main support.…”

Section: Literature Reviewmentioning

confidence: 99%

Opportunities and challenges faced by State Islamic Tertiary Education Institutions in 4.0 Industrial Era

Muhammad,

Suhaimi,

Zulfikar

et al. 2023

Multidiscip. Sci. J.

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This research aims at understanding opportunities and challenges faced by State Islamic Tertiary Education Institution in Indonesia's industrial revolution 4.0 era amidst the COVID-19 pandemic and the transition to new normal. This is a qualitative research involving 46 informants, consisting of stakeholders in Islamic Tertiary institutions. The data were collected through interviews, observation and documentation. The data analysis were implemented through reduction, display data, and conclusion drawing/verification. The result of this research shows that the Islamic higher education institutions still experience challenges in the industrial revolution 4.0 era: lack of human resource, administrative staff’s lack of ability in using technological devices, and insufficient infrastructure to support the teaching process. However, industrial revolution 4.0 has opened new opportunities for the development of the tertiary institutions, in terms of its institution status changes from State Islamic Institution to State Islamic University, including the establishment of faculty of science and technology relevant to the current job market. In addition, during the Covid-19 and new normal era, the teaching process was based on online infrastructure, which was the characteristic of industrial revolution 4.0. The strategy to uplift the quality of Islamic higher institutions was conducted by enhancing the lecturer's competency, implementing the National Qualification Framework for Indonesia curriculum, developing the technology facility for teaching, and establishing the Ma’hadA’ly (Higher learning) program.

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E-Learning as Connector among Education Institution in the 4th Industrial Revolution

Cited by 8 publications

References 3 publications

Distance learning during the COVID-19 pandemic: School closure in Indonesia

Distance learning during the COVID-19 pandemic: School closure in Indonesia

Students’ Responses to Multi-Modal Emergency Remote Learning During COVID-19 in a South African Higher Institution

Opportunities and challenges faced by State Islamic Tertiary Education Institutions in 4.0 Industrial Era

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