Merancang Model Blended Learning

Abstract

Abstrak: 
 
 Dalam era komunikasi instan dewasa ini, cara belajar dan proses pembelajaran telah berubah. Kondisi ini membawa pembelajaran ke era e-learning di mana upaya belajar dan membelajarkan dapat difasilitasi dengan teknologi informasi dan komunikasi. Mengkombinasikan teknologi informasi dan komunikasi yang tepat (blended learning) merupakan salah satu isu penting dalam merancang e-learning yang baik. Oleh karena itu diperlukan semacam panduan (framework) yang dapat menjadikan acuan dalam memilih dan menentukan blended learning yang tepat sesuai kondisi dan tujuan yang ingin dicapai. Artikel ini mencoba memberikan framework untuk menjawab permasalahan tersebut. Framework yang coba ditawarkan dalam artikel ini mengacu pada konsep e-learning, empat kuadran seting belajara menurut Noord, dua kontinum strategi pembelajaran menurut Smaldino dkk., dan empat standar proses pembelajaran yang penulis adaptasi dari Horton. Framewrok tersebut adalah bahwa dam merancang blneded learning perlu mempertimbangkan beberapa unsur sebagai berikut: 1) upaya memfasilitasi pengalaman belajar sebagai esensi dari e-learning; 2) optimalisasi empat standar proses pembelajaran dalam konteks e-learning; 3) pemilihan dan penentuan strategi pembelajaran yang tepat; dan 4) pemilihan dan penentuan teknologi dan tool TIK yang tepat dalam empat kuadran seting belajar.
 
 Kata Kunci: e-learning, blended learning, synchronous learning, asynchronous learning
 
 Abstract:
 
 In the era of instant communication, today, learning and instructional process has changed. This condition has led learning into a new era called e-learning, where learning process can be facilitated with proper use of information and communication technology. Combining information and communication technology appropriately to facilitate learning has become an impportant issue in e-learning design context. Therefore, we need such a kind of framework as a guidance in selecting and determining the appropritae blended learning strategy to address the learning objectives to be achieved. The framework offered in this article refered to the essential concept of e-learning itself, four quadrants of learning seting offered by Noord, two continuum of instructional strategy offerd by Smaldino et. al., and four standard of e-learning process adapted by author from the work of Norton. The framework offered are that in designing blended learning, we should consider the following aspects: 1) efforts to facilitate learning experiences as the essence of e-learning; 2) optimalization of the four learning process standard in the context of e-learning; 3) selection and determination of appropriate learning strategies; and 4) selection and determination of apropriate learning seting and ICTs used in four quadrants of learning seting.
 
 Keywords: e-learning, blended learning, synchronous learning, asynchronous learning

Feasibility Test and Practicality of Blended Learning Design of Applied Mathematics for Vocational Education

“…synchronous and asynchronous learning activities, 6) asynchronous learning design, 7) synchronous learning design, and 8) synchronous learning flow. Composition between face-to-face learning and online learning 70/30 [38], [39], [40]. The combination in synchronous and asynchronous learning arrangements refers to the concept of 4 quadrants of learning arrangements [38], [41], [40].…”

“…Composition between face-to-face learning and online learning 70/30 [38], [39], [40]. The combination in synchronous and asynchronous learning arrangements refers to the concept of 4 quadrants of learning arrangements [38], [41], [40]. Learning uses a problem-based learning approach.…”

Learning Communication Strategy at Colleges During the Covid-19 Pandemic and the New Normal Phase

“…Crisis management according to [1] that in every crisis situation there are 4 crisis phases, namely, the prodromal phase, acute, chronic, and resolution. The prodromal phase is the warning phase, which is the phase where early signs of a crisis appear, in this case the Covid-19 pandemic.…”

Transformation in Biology Learning during the Covid-19 Pandemic: From Offline to Online

“…In blended learning, various strategies, and multiple media in delivering topics triggers optimal learning (Khan, 2005). Chaeruman (2013) argues four quadrants of learning settings in blended learning; they are live synchronous activities (lecture, presentation, laboratory practices, etc. ), virtual synchronous activities (video conference, audio conference, and live chatting), collaborative asynchronous activities (discussion, project work, etc.…”

“…Virtual synchronous learning supports the implementation of various learning strategies, such as presentation, discussion, demonstration, and tutorial with communication technology, such as video-conference, audio-conference, and live chatting (text-based conference)(Chaeruman, 2013). These strategies have been implemented by high school biology teachers in the Special Region of Yogyakarta who conduct several virtual synchronous activities, such as live chat, video-call, and video-conference (Picture 4).…”