The Use of Technology-Based Communication Media in The Teaching-Learning Interaction of Educational Study Programs in The Pandemic of Covid 19

Wiyono, Bambang Budi; Indreswari, Henny; Prestiadi, Dedi

doi:10.1109/iceiec51955.2021.9463846

Cited by 22 publications

(14 citation statements)

References 9 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The results of the research by Rugaiyah et al (2019) show that clinical supervision using ICT is very effective in improving the teaching quality of teachers [43]. These ICT-based communication techniques can be classified as a form of media for sharing information, media for synchronous communication, or recording devices [20]. The more information is shared, the higher the learning outcomes are achieved [44,45].…”

Section: Discussionmentioning

confidence: 99%

“…Supervision media is also a synchronous communication tool, with examples including Skype, Google Hangouts, and Second Life. Social networking platforms have been developed for teachers, researchers, and professionals, such as LinkedIn, ResearchGate, Academia.edu, and Vitae [20]. These communication techniques can be applied to the process of implementing learning supervision.…”

Section: Ict-based Instructional Supervision and Teacher's Instructionmentioning

confidence: 99%

See 1 more Smart Citation

The Use of Information and Communication Technology (ICT) in the Implementation of Instructional Supervision and Its Effect on Teachers’ Instructional Process Quality

et al. 2021

Self Cite

View full text Add to dashboard Cite

This study aimed to explore communication techniques based on the information and communication technology (ICT) used in the implementation of instructional supervision to determine their effect on the teacher’s learning process and find effective techniques to improve the quality of the teacher’s learning process. This research was conducted in Blitar City with a sample of 60 teachers through a random sampling technique. The data collection technique used a rating scale, checklist, and open-form questionnaire. Descriptive statistics were used to describe the data, while the Pearson product-moment correlation techniques and multiple regression were used to test the research hypotheses. The results show that the most widely used ICT-based communication techniques are WhatsApp, Google Meet, Zoom, Skype, and Google Forms. These are followed by email, video-recording, and audio-recording techniques. The use of ICT is still rare. There is a significant relationship between the use of ICT in instructional supervision and the quality of the teacher’s teaching-learning process, except when using telephones and televisions. ICT techniques are most commonly used for synchronous communication, followed by use for sharing information, and recording activities. The use of ICT in instructional supervision simultaneously affects the teacher’s instructional process.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Ict-based Instructional Supervision and Teacher's Instructionmentioning

confidence: 99%

The Use of Information and Communication Technology (ICT) in the Implementation of Instructional Supervision and Its Effect on Teachers’ Instructional Process Quality

et al. 2021

Self Cite

View full text Add to dashboard Cite

show abstract

“…The results of research at universities also show that lecturers still have not implemented online learning [13]. Likewise, students have also not fully used online communication techniques in learning [14]. Some want an online learning model, and some want an offline learning model.…”

Section: Discussionmentioning

confidence: 99%

“…Online learning still cannot be implemented effectively, and teachers have still not implemented online learning optimally [12]. Likewise, lecturers have also not implemented online learning effectively [13,14] and students have also not used ICT-based communication techniques optimally [15]. Even online communication, such as the use of Google Meet or Zoom, has not been implemented optimally [16].…”

Section: The Effect Of a Blended Learning Model On Students' Learning Process And Outcomementioning

confidence: 99%

Development of Blended-Learning-Based Semester Credit System Implementation Model to Improve Learning Service

Wahjono¹,

Wiyono

Maisyaroh

et al. 2021

Information

Self Cite

View full text Add to dashboard Cite

This study aims to describe the implementation of online learning that is applied today, and to develop a blended learning model as a strategy to provide student services according to the diversity of potential, needs, interests, and learning speeds. This study used research and development design. Several stages were carried out, namely, conducting literature studies, planning, organizing, mapping basic competencies, carrying out learning activities, reporting, and dissemination. The preliminary research samples included 10,466 students, and the samples for the blended learning model trial included 144 students through random sampling. The results showed that many students were happy to study at home, whereas others were happy to study at school. The facilities to support online learning at home were sufficient. The online learning presented by the teachers was quite interesting and most parents support it. Based on these findings, a blended learning model was developed. The results of the model trial show that blended learning is very useful and there is a significant increase in student learning outcomes. The blended learning model is very effective at supporting online learning. It can provide optimal services to students according to their talents, interests, and abilities. For that, a special strategy is needed and the cooperation of all the elements of the school. The development of an IT-based management system is very helpful in monitoring the progress of students and increasing the awareness of teachers and parents in overseeing the success of learning. The blended learning model in high school can be one of the models for schools that implement a semester credit system.

show abstract

“…Online communication media continues to change people's lives and as we embrace information technology-based learning processes, educational digital tools are employed widely for health professions in higher education. According to Wiyono et al [37], these tools include the use of gamification (Kahoot [38], Jeopardy [39], Quizizz [40], BigBlue-Botton [41], Schoology [42]); video production (Kaltura Capture [43]); videoconferencing (Microsoft Teams, Zoom, Google Meet, Google Classroom); instant messaging with Google Chat, WhatsApp, discussion boards, case studies, movie reviews and analyses; diverse interactive learning platforms (NearPod [44] and Lippincott CoursePoint+ with Picmonic [45], Prep U practice [46] and DocuCare Electronic Health Record [47]).…”

Section: Student Engagement and Technology In Higher Educationmentioning

confidence: 99%

What’s in Your Culture? Embracing Stability and the New Digital Age in Moving Colleges of Health Professions Virtually during the COVID-19 Pandemic: An Experiential Narrative Review

et al. 2022

View full text Add to dashboard Cite

As traditional education transitioned from face-to-face interactions to virtual learning during the COVID-19 pandemic, faculty and staff in dental hygiene, nursing, and exercise science programs placed students at the center of every educational decision and promoted stability in learning with their commitments to excellence in teaching and the delivery of content using educational and communication technology. This experiential narrative review explains how faculty members and administrators addressed online education with technology specific to health professions and how universities managed to assist students with innovative services for mental health. It also provides an insight into how degree-specific academic personnel embraced technology-based hands-on activities in community health clinics and clinical laboratories, with sustainable and impactful lessons in equity, affordability, and transformative education. Finally, health administrators gather their top-10 leadership recommendations to continue moving forward during the pandemic and present a unique self-reflection on the process of caring considerations required for a successful experience for faculty members, staff, and students.

show abstract

The Use of Technology-Based Communication Media in The Teaching-Learning Interaction of Educational Study Programs in The Pandemic of Covid 19

Cited by 22 publications

References 9 publications

The Use of Information and Communication Technology (ICT) in the Implementation of Instructional Supervision and Its Effect on Teachers’ Instructional Process Quality

The Use of Information and Communication Technology (ICT) in the Implementation of Instructional Supervision and Its Effect on Teachers’ Instructional Process Quality

Development of Blended-Learning-Based Semester Credit System Implementation Model to Improve Learning Service

What’s in Your Culture? Embracing Stability and the New Digital Age in Moving Colleges of Health Professions Virtually during the COVID-19 Pandemic: An Experiential Narrative Review

Contact Info

Product

Resources

About