Teaching creative careers in the pandemic

Perdomo, Bexi; Castillo, María del Carmen Llontop; Mas, Oscar

doi:10.3167/latiss.2022.150204

Cited by 5 publications

(5 citation statements)

References 27 publications

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“…Moreover, many of them are free or licensed by the university [ 36 ]. These can include technology platforms [ 37 ] and applications that allow the users to create, edit, and share media files easily and quickly, without the need for storage on their device [ 38 ]. It is worth highlighting here interactive platforms such as Zoom, Skype, Google Meet or Microsoft Teams [ 39 ].…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Remote Learning in Higher Education: Evidence from Poland

Ober

Kochmańska

2022

IJERPH

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The COVID-19 pandemic has brought about a sudden transformation at universities. The previous mode of teaching has been replaced by remote education, the effectiveness of which depends, among other things, on the technological infrastructure of universities and the digital competence of lecturers and students. The main objective of this study is to evaluate remote learning in higher education from the students’ point of view. The uniqueness of the present research approach lies in the identification of four dimensions (socio-emotional, developmental, time-financial, and negative attitude) of students’ evaluation of remote learning in higher education. The survey was conducted on 999 students studying remotely, including 518 women and 481 men. Most of the students surveyed had been studying remotely for 1–2 years and were studying full-time for their first degree. The research tool consisted of 16 mixed survey questions. Six of them were related to sociodemographic factors (including those related to the respondents’ education), and eight were related to their experiences with and opinions about remote education, respectively. The remaining two questions were used to collect respondents’ evaluations of the degree of importance to them of various advantages and disadvantages of remote education. The research showed that among the advantages of remote learning for students, the most important are saving time, the possibility of studying at a university far from home (another city, another country), the possibility of combining work and study, and reduced commuting costs. On the other hand, the disadvantages of remote learning of greatest importance to students include the loss of social ties due to lack of contact with peers, feelings of fatigue resulting from excessive use of information and communication tools, and greater susceptibility to various forms of distraction. In addition, the shape of students’ education was relevant to the different dimensions of their evaluation of remote learning in higher education. The social-emotional size of remote learning is more important for students who study remotely in a blended mode (compared to uniform). The developmental dimension is essential for students who participate in remote learning activities for longer during the day. In addition, a more extended period of remote learning promotes the greater importance of the time-financial dimension when evaluating remote knowledge.

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Section: Theoretical Backgroundmentioning

confidence: 99%

Remote Learning in Higher Education: Evidence from Poland

Ober

Kochmańska

2022

IJERPH

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“…Interactive learning designs will be able to increase student motivation. Digital tools or resources are software, platforms, and applications that allow users to experience interaction (with software and other users) and develop knowledge and skills (Perdomo et al, 2022). In Computer Base Instruction (CBI), learners interact directly with computer-based interactive learning media and teachers design and create learning media.…”

Section: Introductionmentioning

confidence: 99%

Practicality of Using E-Learning Learning Media in Entrepreneurship Courses

Maulana,

Ganefri,

Yulastri

2024

J. Int. Lingua Tech

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This development research aims to develop a learning media in the form of E-Learning in entrepreneurship courses. This e-Learning is designed to improve student learning outcomes so that students can fully understand the material provided in the entrepreneurship course. This research uses the IDI (Instructional Development Institute) development method, the IDI development procedures are: define, develop, and evaluate. The type of data is primary data where data is provided by media experts, lecturers and students. The data analysis technique used is descriptive data analysis technique, namely by describing the validity and practicality of using E-Learning. The results obtained from this research and development are as follows; (1) The validity of E-Learning is declared very valid in the content and interest aspects with a total validity value of 84.54%, while in the media and language aspects it is declared valid with a total value of 85.55% (2) The practicality of E-Learning is based on lecturer responses after going through validation declared practical with a total score of 81.25%, while the practicality of E-learning based on student responses after going through validation was declared very practical with a total score of 82.75%. Based on the findings of this research, it was concluded that E-Learning is valid and practical to be used as a learning medium in entrepreneurship courses and recommended for other courses.

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“…Digital tools or resources are software, platforms and applications that allow users to experience interactions (with software and other users) and develop knowledge and skills (Perdomo et al, 2022). In Computer Base Instruction (CBI), students interact directly with computer-based media, while lecturers act as designers and programmers".…”

Section: Introductionmentioning

confidence: 99%

Zoom Meeting Practices During the Covid-19 Era

Maulana,

Firdian,

Rahmelina

et al. 2023

J. Journal International Inspire Education Technology

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Abstract— This study aims to see the practicality of using the zoom meeting application for student learning at Madrasah Diniyah Takmiliyah Awwaliyah Jabal Nur Mosque, Padang City. This Zoom Meeting is used to be able to assist teachers and students in the learning process in tahfizh learning. The research method used is a qualitative method. The type of data is primary data where the data is provided by media experts, teachers and students. The data analysis technique used is descriptive data analysis technique, namely by describing the practicality of using zoom meetings for tahfizh learning. The results of the study based on the response from the teacher of the practical zoom meeting application used for tahfizh learning with an average total score of 89%. The results of the study based on the response from the students, the zoom meeting application is quite practical which is used for tahfizh learning with an average total score of 74.88%. Based on the results of this study, it is concluded that the zoom meeting application is practical to be used as a learning medium in tahfizh learning at Madrasah Diniyah Takmiliyah Awwaliyah Jabal Nur Padang City. The results of this study are also recommended for other Diniyah Takmiliyah Awwaliyah Madrasah.

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Teaching creative careers in the pandemic

Cited by 5 publications

References 27 publications

Remote Learning in Higher Education: Evidence from Poland

Remote Learning in Higher Education: Evidence from Poland

Practicality of Using E-Learning Learning Media in Entrepreneurship Courses

Zoom Meeting Practices During the Covid-19 Era

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