Peta Penggunaan E-Learning Oleh Dosen Fakultas Ekonomi Dan Bisnis Pasca Hibah Spada

This study aims to analyse the use of e-learning among lecturers of the Faculty of Economics and Business, Universitas Muhammadiyah Yogyakarta after the implementation of an online lecture policy and SPADA grants. This research is based on the fact that the use of e-learning by UMY lecturers is not comparable with the investment that has been made. There are still many lecturers who have not been optimal in using e-learning to improve the quality of teaching. The research subjects were lecturers of the Faculty of Economics and Business with a sample of 65 people. Data was collected using documentation techniques and physical artefacts. Data analysis was carried out by qualitative-descriptive method. The results show that there were significant changes in the number of lecturers who have e-learning accounts after the implementation of university policy in term of use of e-learning in teaching and learning. However, this has not been followed by an optimal use of e-learning since most lecturers use e-learning only to upload lecture material in PowerPoint. A few of the respondents used e-learning for online discussions or exams

A School Perspective on School-Embedded Initial Teacher Education

School-university partnerships have been developed to invigorate initial teacher education (ITE). Such partnerships potentially offer rich educational opportunities to pre-service teachers. This paper examines integrated and school-embedded approaches to ITE in the Australian context, drawing on a case study analysis of a three-year, ITE school-university-system partnership named inSITE. inSITE is explored from the perspective of the school educators directly involved in its design and delivery. Complexity science provided the theoretical framework for inSITE and signalled its principles of holism, integration and reflective practice. The factors that contributed to and inhibited school-based initial teacher education from a school’s perspective are identified. The paper concludes that, given conducive conditions, an integrated, embedded and reflective approach can address the prevailing theory-practice dualism of ITE and may offer an important third way to prepare new teachers. The challenges and opportunities for school-embedded ITE in Australia are highlighted

A School Perspective on School-Embedded Initial Teacher Education

School-university partnerships have been developed to invigorate initial teacher education (ITE). Such partnerships potentially offer rich educational opportunities to pre-service teachers. This paper examines integrated and school-embedded approaches to ITE in the Australian context, drawing on a case study analysis of a three-year, ITE school-university-system partnership named inSITE. inSITE is explored from the perspective of the school educators directly involved in its design and delivery. Complexity science provided the theoretical framework for inSITE and signalled its principles of holism, integration and reflective practice. The factors that contributed to and inhibited school-based initial teacher education from a school’s perspective are identified. The paper concludes that, given conducive conditions, an integrated, embedded and reflective approach can address the prevailing theory-practice dualism of ITE and may offer an important third way to prepare new teachers. The challenges and opportunities for school-embedded ITE in Australia are highlighted.</jats:p

The role of psychosocial safety climate on flexible work from home digital job demands and work-life conflict

Due to the COVID-19 pandemic, the number of employees in flexible work from home has increased markedly along with a reliance on information communication technologies. This study investigated the role of an organisational factor, psychosocial safety climate (PSC; the climate for worker psychological health and safety), as an antecedent of these new kinds of demands (specifically work from home digital job demands) and their effect on work-life conflict. Data were gathered via an online survey of 2,177 employees from 37 Australian universities. Multilevel modelling showed that university level PSC to demands, y=−0.09, SE=0.03, p<0.01, and demands to worklife conflict, y=0.51, SE=0.19, p<0.05, relationships were significant. Supporting the antecedent theory, university level PSC was significantly indirectly related to work-life conflict via demands (LL −0.10 UL −0.01). Against expectations PSC did not moderate the demand to work-life conflict relationship. The results imply that targeting PSC could help prevent work from home digital job demands, and therefore, work-life conflict. Further research is needed on the role of digital job resources as flexible and hybrid work takes hold post COVID.Amy K. Parkin, Amy J. Zadow, Rachael E. Potter, Ali Afsharian, Maureen F. Dollard, Silvia Pignata, Arnold B. Bakker, And Kurt Lushingto

Examining the Relationship between Technostress and the Effectiveness of Organizational Communication

Research has shown that organizational communication plays a pivotal role in both employee engagement and commitment to the organization. However, in today’s business world, employees are required to process ever increasing amounts of information through a growing number of communication channels using various information and communication technologies (ICT). This leads to a phenomenon termed technostress. The purpose of this study was to determine if the quantity of communication disseminated by James Madison University (JMU) had any impact on the stress levels of its faculty and staff. The study utilized an anonymous online Qualtrics survey which was disseminated to all active faculty and staff at James Madison University (JMU). Taking a mixed-methods approach, the survey asked a series of questions related to employee demographics, use of JMU communication channels, and email management practices using a stress related instrument. Overall, both quantitative and qualitative survey responses indicated that a majority of the participating faculty and staff at JMU felt impacted by both information and communication overload. Unfortunately, qualitative data indicated that several employees are trying to self-manage this overload by either responding to emails outside of work hours or by trying to circumvent email by turning to alternative communication platforms. By understanding how JMU employees manage their email and what leads to stress, this research provides insight on alternative ways that organizations can disseminate necessary information without adding to an employee\u27s level of stress

Examining The Communication Strategies Utilized During An Organizational Change Within Universities’ Branch Campuses

In this interpretive phenomenological study, the researcher sought to understand the lived experiences of branch campus administrators’ perceptions of the communication strategies utilized during a pervasive organizational change. Minimal research has been conducted surrounding the specifics of the communication strategies that have effectively and successfully matriculated branch campus administrators through an organizational change. To gain a better understanding of the lived experiences and perceptions of the communication strategies utilized during a branch campus organizational change, 35 members of the National Association of Branch Campus Administrators completed a qualifying survey. A semistructured interview was conducted with 10 branch campus administrators who had worked at a nonprofit, 4-year, regionally accredited university within the United States and had experienced a branch campus organizational change within the last five years. Data collected from the interviews revealed that there were connections between the organizational relationship of the main campus with its branch campuses and participant perceptions of the effectiveness of the communication strategies utilized. Furthermore, branch campus leaders played an intricate role in how well their teams received information, remained motivated during the organizational change, and successfully matriculated through the change. Lastly, empathetic communication emerged as a necessary component when branch campus administrators engaged with their staff throughout the organizational change