ONLINE TEACHING BY DIGITAL NATIVE AND DIGITAL IMMIGRANT LECTURERS OF HIGHER EDUCATION

The present study is aimed at taking a deep look at the differences between digital native and digital immigrant lecturers’ strategies in doing online learning in higher education. Online teaching is the teaching carried out not physically face to face between students and lecturer, rather by the use of any internet platform in distance. Digital native lecturers are lecturers born in the era of knowing the growth of technology and very familiar and skilled of operating any technological media of teaching (in this research, for those lecturers born after 1980). Digital immigrant lecturers are lecturers born in the era when the technology was not yet grown and popular and they still maintain to use conventional media of teaching (those lecturers born before 1980). The objectives of the present study are (1) to investigate how digital native lecturer is different from digital immigrant lecturer in the stage of implementation in teaching online courses for higher education student? This includes the problems such as their perception toward teaching online course, what platform they use for teaching online course, how they use the platform to implement and evaluate the online course; (2) to examine how digital native lecturer is different from digital immigrant lecturer in the stage of obstacles in teaching online courses for higher education student; (3) to elaborate how digital native lecturer is different from digital immigrant lecturer in the stage of overcoming obstacles in teaching online courses for higher education student. The findings of the present study provides insight on the practice of online teaching by both digital native and digital immigrant lecturers in higher education, then provides insight on the obstacles and strategies for solving them. Mostly (80%) of all lecturers have positive perception toward online teaching; merely five (mixed male and female lecturers) out of 21 lecturers who have negative perceptions and those are only digital immigrant lecturers (born before 1980) from different departments. Only few digital immigrant lecturers have negative perception toward online teaching. There are no disparity (no significant difference) between digital immigrant lecturers and digital native lecturers in terms of obstacles they face in online teaching as well as in solving the obstacles. Considering that there are many positive things in the use of technology in online teaching; in this case technology can optimize the quality of teaching, this can be the basis for universities broadly to make policies about the percentage of online teaching in the post-pandemic era with applicable terms and conditions. With background insight and the gap in technology literacy between digital native and digital immigrant lecturers, universities need to routinely provide training on the use of various technologybased platforms that support the optimization of teaching

Blended Learning in Higher Education: Exploring Students' Perceptions of Course Design, Pedagogical Approaches, and Use of Technology in an Undergraduate Visual Arts Course

Arts educators have been experiencing the pressures of current and emerging technologies and technological tools that are transforming the teaching and learning process in visual and performing arts fields in higher education. Literature demonstrates that more studies are needed on the experiences of instructors and students, and the course design choices, implementation, and uses of blended learning in higher education in the creative disciplines. Existing research on blended learning indicates that more studies on student perceptions of blended learning are needed. This qualitative case study investigated an introductory course in art history offered in the blended format to students not majoring in visual arts. I explored three research questions on the types of pedagogical and technological choices the instructor made when designing and teaching the course and the ways in which students responded to these decisions, as well as what aspects of the course were associated with student engagement. In order to investigate these research questions, I interviewed 24 students enrolled in the course, three teaching-assistants (TAs), and the course instructor, I observed face-to-face tutorials, and reviewed the course and tutorial sites in learning management system (LMS). I argue that although students prefer the flexibility that blended course design offers, interaction with the instructor is a significant aspect to maintain student engagement. Innovative means of assessment that is using the social media microblog, Twitter, for one of the assignments engaged students in writing about art and added to their satisfaction in the course. Recommendations and areas for future research are discussed

Context input process product evaluation of hybrid learning practices in Indonesian universities

The transformation of post-pandemic learning at Indonesian universities is becoming increasingly diverse. Several universities use hybrid learning models to implement hybrid learning practices. The purpose of this study is to assess the hybrid learning process at two Indonesian universities. The context input process product (CIPP) evaluation model is used in this study as part of a mixed method. Quantitative methods are used to get an overview of student and lecturer responses, whereas qualitative methods are used to dig deeper into data about hybrid learning practices. This study included 341 students and 22 lecturers from both universities. Techniques for collecting data include questionnaires, interviews, observation, and documentation studies. The data was analyzed using learning theories. The study’s findings indicate that hybrid learning practices are performing well. The readiness of university infrastructure, as well as the readiness of students and lecturers, determines the success of hybrid learning implementation. In practice, however, some lecturers tend to use face-to-face or online learning practices exclusively to fill gaps in the hybrid learning process. This study suggests that universities investigate an effective model for implementing hybrid learning

Blended Learning Using Autoplay Media Studio 8 Program And Edmodo In Teaching Pronunciation Practice

The purposes of this research is to describe the teaching process with blended learning, teaching media used, and the assessment of teaching done in the classroom and online class. The methodology of this study is qualitative descriptive study. The instruments of the research are: first, observation in class; second, questionnaire to know the students‘ response about Autoplay media studio 8 program as teaching media. The questionnaire consist of 15 items statements; and third, interview to find out the students‘ opinion about Blended Learning. The data analysis shows that Blended Learning is a method that is effective, interesting, and easy to use. The result of the analysis from the questionnaire and the interview showed that students assume Blended Learning could be applied as a method for Pronunciation Practice class. These finding indicate Blended Learning applied in Pronunciation Practice class helps students to maximize learning time as well as replace time students who can not attend in class

Online teaching by digital native and digital immigrant lecturers of higher education

The present study is aimed at taking a deep look at the differences between digital native and digital immigrant lecturers’ strategies in doing online learning in higher education. Online teaching is the teaching carried out not physically face to face between students and lecturer, rather by the use of any internet platform in distance. Digital native lecturers are lecturers born in the era of knowing the growth of technology and very familiar and skilled of operating any technological media of teaching (in this research, for those lecturers born after 1980). Digital immigrant lecturers are lecturers born in the era when the technology was not yet grown and popular and they still maintain to use conventional media of teaching (those lecturers born before 1980). The objectives of the present study are (1) to investigate how digital native lecturer is different from digital immigrant lecturer in the stage of implementation in teaching online courses for higher education student? This includes the problems such as their perception toward teaching online course, what platform they use for teaching online course, how they use the platform to implement and evaluate the online course; (2) to examine how digital native lecturer is different from digital immigrant lecturer in the stage of obstacles in teaching online courses for higher education student; (3) to elaborate how digital native lecturer is different from digital immigrant lecturer in the stage of overcoming obstacles in teaching online courses for higher education student. The findings of the present study provides insight on the practice of online teaching by both digital native and digital immigrant lecturers in higher education, then provides insight on the obstacles and strategies for solving them. Mostly (80%) of all lecturers have positive perception toward online teaching; merely five (mixed male and female lecturers) out of 21 lecturers who have negative perceptions and those are only digital immigrant lecturers (born before 1980) from different departments. Only few digital immigrant lecturers have negative perception toward online teaching. There are no disparity (no significant difference) between digital immigrant lecturers and digital native lecturers in terms of obstacles they face in online teaching as well as in solving the obstacles. Considering that there are many positive things in the use of technology in online teaching; in this case technology can optimize the quality of teaching, this can be the basis for universities broadly to make policies about the percentage of online teaching in the post-pandemic era with applicable terms and conditions. With background insight and the gap in technology literacy between digital native and digital immigrant lecturers, universities need to routinely provide training on the use of various technologybased platforms that support the optimization of teaching

THE SYNCHRONOUS AND ASYNCHRONOUS LEARNING AT ENGLISH DEPARTMENT OF UNIVERSITIES IN SOUTH KALIMANTAN: PRACTICES AND CHALLENGES

The purposes of this research are to describe types, practices of Synchronous and Asynchronous learning and to explore the challenges faced by the lecturers at English Departments in South Kalimantan. The researchers employed mixed-methods sequential explanatory design which consist of two distinct phases, quantitative (numeric data) by using questionnaire followed by qualitative by using observation and interview in order to elaborate the results obtained from quantitative data. This research was undertaken in nine English Departments in South Kalimantan. The participants were 53 English lecturers who teach at those universities. The types of synchronous used by the lecturers were Text-based chat / Instant Messaging / Online Chat (WhatsApp), Web Conferencing / Virtual Classroom (Zoom and Google Meet), Whiteboards, Real-time and Non real time document sharing (Google documents). The asynchronous types were Email, WhatsApp Group, Google Classroom, YouTube Link, PDF Files, MS Words Files, Learning Management System (LMS)/e-learning. The lecturers used direct feedback, real time classroom interaction and communication during synchronous learning. On the other hand, they provided delayed feedback, practiced not real time classroom interaction and communication in asynchronous learning. They facilitated individual and group collaboration for both learnings. The lecturers faced a number of challenges in implementing Synchronous and Asynchronous learning such as Technological Problems / Internet Connection, Students’ Motivation, Classroom Management, Lack of technological supports, Students’ Participation, Interaction, Time Management, Feedback, Materials Development, Monitoring, Instructional Method, Flexibility, and Cost Effectiveness

Using Cloudworks to Support OER Activities

This report forms the third and final output of the Pearls in the Clouds project, funded by the Higher Education Academy. It focuses on evaluation of the use of a social networking site, Cloudworks, to support evidence-based practice. The aim of this project (Pearls in the Clouds) has been to evaluate the ways in which web 2.0 tools like Cloudworks can support evidence-informed practices in relation to learning and teaching. We have reviewed evidence from empirically grounded studies surrounding the uses of web2.0 in higher education and highlighted the gap between using web2.0 to support learning and teaching, and using it to support learning about learning and teaching (in an evidence-informed way) (Conole and Alevizou, 2010). We have reported on findings from a case study focusing on the use of Cloudworks by a community of practice - educational technologists - reflecting upon, and, negotiating their role in enhancing teaching and learning in higher education (Galley et al., 2010). The object of this study is to explore and evaluate the use of the site by individuals and communities involved in the production of, and research on, the development, delivery and use of Open Educational Resources (OER)

A blended teacher workshop: teachers’ didactic beliefs reshaped while learning together

Esta tesis exploró las creencias de los profesores con respecto a la didáctica de la enseñanza del inglés como lengua extranjera, basándose en sus experiencias y conocimientos en un entorno de aprendizaje híbrido. El estudio se enmarcó dentro del paradigma cualitativo, los datos se recogieron a través de entrevistas semi-estructuradas tanto individuales como grupales y discusiones para responder a la pregunta de investigación. Seis docentes de EFL de un colegio privado en Bogotá participaron en un curso de ocho sesiones destinado a prepararlos en el uso de la tecnología digital para el aprendizaje híbrido de EFL, mientras elaboraban y reelaboraban sus creencias. Las construcciones teóricas surgen de la macro teoría sociocultural. Este curso de ocho sesiones fue parte de la intervención pedagógica realizada para esta tesis. Los datos se analizaron utilizando un enfoque iterativo. Los hallazgos sugieren que las creencias y los roles de los docentes se modificaron al asistir a este curso. Aunque los datos recopilados mostraron un amplio espectro de respuestas de los maestros, estaban conectados en su deseo de enseñar inglés de maneras diferentes o alternativas para beneficiar a los estudiantes como estudiantes activos en su propia educación.This thesis explored teachers’ beliefs regarding EFL didactics, based on their experiences and knowledge within a hybrid learning environment. The study was framed within the qualitative paradigm and applied semi-structured interviews and discussions to answer the research question: What do English teachers’ beliefs portray about EFL didactics when partaking in professional development sessions on hybrid learning? Six EFL teachers from a private school in Bogotá participated in an eight-session course meant to prepare teachers in the digital technology use for EFL hybrid learning, while elaborating and reelaborating their beliefs. Theoretical constructs spring from the sociocultural macrotheory. This eight-session course was part of the pedagogical intervention performed for this thesis. Data were analyzed using an iterative approach, supported by color coding. Findings suggest that teachers’ beliefs and roles were reshaped while attending the eight-session course. Although data collected showed a wide spectrum of answers from the teachers, they were connected in their desire to teach English in different or alternative manners to benefit students as an active learner in his or her own education

Digital Transformation of Education for Quality Sustainability-Reference Based

Digital transformation (DX) is the adoption of digital technology by an organization to digitize non-digital products, services or operations. The goal for its implementation is to increase value through innovation, invention, customer experience or efficiency. Digital transformation entails considering how products, processes and organizations can be changed through the use of new, digital technologies. Digital transformation can be seen as a socio-technical programme

Inventing Network Composition: Mobilizing Rhetorical Invention and Social Media for Digital Pedagogy

Inventing Network Composition: Mobilizing Rhetorical Invention and Social Media for Digital Pedagogy investigates how students learn through writing and invention in digital social networks. Pursuing a primary research question of How do student composers invent within networked social media environments?, the dissertation examines how social media and digital writing tools can help students to learn, connect, and share generatively. The core theoretical contribution that this dissertation offers is a theory of network composition, which is a mode of invention that composers engage in social media environments that is intensely social, that is structured by a digital interface, that is interactive and participatory, and that incorporates linguistic, visual, sonic, and other multimodal communication forms. Network composition manifests most notably in network composition pedagogy, which organically locates the work of composing, as well as the disciplinary work of rhetoric and composition, within networked social media environments. This dissertation revisits and updates disciplinary exigencies related to rhetorical invention in digital networks, social media use in the writing classroom, and digital participation as a mode for learning. The dissertation offers an updated approach to invention called network-emergent rhetorical invention that approaches invention as a distributed emergence arising from a network of actants that includes humans, hardware, technologies, interfaces, communities, cultures, software, and infrastructures. It also features an IRB-approved qualitative case study that finds social media to support learning ecology formation, distributed expertise, rhetorical invention, digital and social media literacy development, rhetoric and writing skills formation, and digital citizenship activities. The dissertation additionally examines challenges for social media use in the writing classroom, considering how accessibility, digital aggression, digital discrimination, and data/privacy challenges can and should be navigated. The dissertation closes by speculating about futures for network composition and considering what is at stake for the future of learning, interaction, and participation in digital networks