USING FACEBOOK AND WHATSAPP TO LEVERAGE LEARNER PARTICIPATION AND TRANSFORM PEDAGOGY AT THE OPEN UNIVERSITY OF INDONESIA

Facebook (FB) dan WhatsApp (WA) telah menjadi "portal komunikasi" untuk jaringan sosial, yang telah dengan cepat mengubah cara orang berkomunikasi dan tetap terhubung. Dari perspektif pendidikan, situs jejaring sosial telah menerima ulasan ambigu. Beberapa penelitian telah menunjukkan bahwa penggunaan FB menjadi lebih luas dalam pembelajaran bahasa dan dapat menjadi alat yang efektif. FB tidak hanya mudah digunakan, tetapi juga membantu mendorong belajar mandiri dalam lingkungan sosial bagi siswa dan menempatkan kontrol untuk belajar ke tangan siswa. Artikel ini berfokus pada situs jejaring sosial FB, dan aplikasi WA dalam konteks UT. Ia mencoba untuk menjelaskan kegiatan berbagi informasi dilakukan melalui diskusi online menggunakan FB dan kelompok WA dan melibatkan siswa pembelajaran jarak jauh. Penelitian ini meneliti partisipasi siswa dalam diskusi online dan umpan balik mereka pada penggunaan FB dan forum WA sebagai platform untuk activity. FB dan WA diadopsi untuk mendukung tutorial online di Universitas Terbuka Indonesia dengan tujuan untuk meningkatkan guru-murid dan partisipasi rekan-berbasis, dan meningkatkan pengiriman pedagogis dan pembelajaran inklusif di ruang formal dan informal. Temuan menunjukkan FB dan WA berubah pedagogi dengan meningkatkan lingkungan sosial konstruktif untuk guru-siswa dan rekan-berbasis co-konstruksi pengetahuan. Peran guru berubah dari instruktur untuk fasilitator dan mentor memberikan bimbingan pada permintaan. Peran mahasiswa juga berubah dari penerima informasi ke generator informasi, kolaborator, organizer informasi / pencari / pemberi, pemikir kritis dan pemimpin kelompok. Namun tantangan menggunakan Facebook dan WhatsApp termasuk guru 'kebencian penggabungan akademik dan keluarga hidup disebabkan oleh konsultasi WhatsApp setelah jam.   Facebook (FB) and WhatsApp (WA) have become the communication portal for social networking, which has rapidly transformed the way people communicate and stay connected. From an educational perspective, social networking sites have received ambiguous reviews. Some studies have shown that the use of FB is becoming more widespread in language learning and it can be an effective tool. FB is not only easy to use, but it also helps encourage autonomous learning within a social environment for students and puts control for learning into the students hands. This article focuses on the social networking site, FB, and WA application within the context of UT. It attempts to shed light on an information-sharing activity conducted via online discussion using FB and WA groups and involving distance learning students. This study investigated students participation in the online discussion and their feedback on the use of FBs and WAs forums as the platform for the activity.FB and WA were adopted for supporting an online tutorial at the Open University of Indonesia with a view to heighten tutorstudent and peer-based participation, and enhance pedagogical delivery and inclusive learning in formal and informal spaces. The findings suggest FB and WA transformed pedagogy by fostering social constructivist environments for tutorstudent and peer-based co-construction of knowledge. The teachers role was transformed from an instructor to a facilitator and mentor providing guidance on demand. Student roles were also transformed from information receivers to information generators, collaborators, information organizer/seekers/givers, critical thinkers and group leaders. However, the challenges of using Facebook and WhatsApp included tutor resentment of the merging of academic and family life occasioned by WhatsApp consultations after hours

Exploring Facebook and Whatsapp As Supporting Social Network Applications For English Learning In Higher Education

Facebook (FB) and Whatsapp (WA) have become the “communication portal” for social networking, which has rapidly transformed the way people communicate. It attempts to shed light on an information-sharing activity conducted via online discussion using FB and WA groups. This study investigated students’ participation in the online discussion and their feedback on the use of FB’sand WA’s groups as the platform for the activity.It explores ten domestic workers’ use of FB and WA as students in their English course at the Open University of Indonesia (UT). Drawing on virtual ethnography this article relies on qualitative data that shows there are potential positive benefits to using FB and WA for teaching and learning, particularly for the development of educational portable-communities. It is concluded that a FB’sand WA’s group has the potential to be used as online tutorial complements. They have pedagogical, social and technological affordances, which allow putting up announcements, sharing ideas and resources, and implementing online discussions. Using a FB’sand WA’s group as an online tutorial complement, however, has certain constraints. Participation of tutors and the role of admin of FB’s and WA’s group are crucial to realize its potential

Facebook sebagai Aplikasi Pelengkap Tutorial Online di Universitas Terbuka

Facebook (FB) has become the “communication portal” for social networking, which has rapidly transformed the way people communicate and stay connected. From an educational perspective, social networking sites have received ambiguous reviews. Web-based learning has made learning content much more freely and instantaneously available to students who easily can download course notes and readings with a single mouse click. FB is one of many Web 2.0 tools, e.g. wikis, delicious, YouTube, podcasts, that are listed as having potential applications to teaching and learning. Moreover, some author have argued that the current generation of youth, often described as ‘Net Geners’ or ‘Digital Natives’, may be resistant to traditional methods of teaching and learning. Some studies have shown that the use of FB is becoming more widespread in language learning and it can be an effective tool. FB is not only easy to use, but it also helps encourage autonomous learning within a social environment for students and puts control for learning into the students’ hands. It cannot only create motivation but also increase students’ social relationships outside of the classroom. I explore ten domestic workers’ use of FB as students in their English course at the Open University of Indonesia (UT), as well as lecturer engagement with students. I also discuss how simple activities in FB help a lower language proficient class to become more comfortable participating in online discussions, sharing their opinions, and forging closer relationships with their classmates. Drawing on virtual ethnography and online qualitative interviews, this article relies on qualitative data that shows there are potential positive benefits to using FB for teaching and learning, particularly for the development of educational micro-communities. Therefore certain challenges, including time management, need to be managed and are discussed

A reflective view of pedagogical teaching framework focused on experiential learning:achieving university teaching and learning enhancement strategy and graduate attributes

Within teacher education reflection has been shown to be of beneficial use for improving practice across all stages of education. This article is reflective of individual teaching practice within Higher Education at Abertay University, specifically to the field of Sport and Exercise Science. Efforts to reflect on current practice in comparison to experiential learning are made. These are then compared to the ‘Abertay Attributes’ in order to determine the validity of including experiential learning within this field at the University. There are also comparisons made between classes where experiential learning is encouraged and the ‘traditional’ academic style of delivery, the lecture. It is strongly suggested that experiential learning enhances the learning experience of the student. There are also direct links with the aims of the teaching and learning enhancement strategy as well as the ‘Abertay Attributes’, most significantly the ‘Intellectual’, ‘Professional’ and ‘Active Citizen’ attributes.Keywords: Experiential Learning, Teaching, University, Sport, Reflection. <br/

STUDENT’S PERCEPTION ON TUTOR PERFORMANCE: A THREE SEMESTER STUDY

Artikel ini menyajikan hasil studi selama tiga semester mengenai kepuasan mahasiswa dengan instruksi daring di Universitas Terbuka, Indonesia. Makalah ini membahas bagaimana kinerja tutor mempengaruhi persepsi mahasiswa dalam belajar secara daring. Penelitian ini mempelajari lebih jauh dari penelitian sebelumnya tentang kepuasan mahasiswa dengan e-learning. Peneliti melakukan serangkaian survei selama tiga semester. Empat puluh satu siswa berpartisipasi dalam studi ini. Secara keseluruhan, siswa menilai instruktur online sebagai cukup memuaskan. Tingkat kepuasan mahasiswa agribisnis dengan tutor online di UT terutama puas (63%). Lebih dari sembilan belas persen memiliki tingkat yang sangat puas. Berdasarkan analisis komponen utama, penelitian ini mengungkapkan enam struktur dari tingkat kepuasan dengan tutor online; (1) perantara diskusi (62,20%), (2) strategi tutorial (79,18%), (3) umpan balik pada pendapat siswa (84,69%), (4) tetap pada jadwal (89,12%), (5) membuat ringkasan (92,24%), dan (6) menyediakan bahan pembelajaran yang menarik (94,64%). This article presents the results of a three-semester study of undergraduate students’ level of satisfaction with online instruction at Universitas Terbuka, Indonesia.&nbsp;The paper discusses how tutor performance affect student’s perception of online learning.The study expands on earlier research into student satisfaction with e-learning. Researcher conducted a series of surveys over three academic semester.&nbsp;Forty-one&nbsp;students participated in the study. Responses were consistent throughout, although there were some differences noted in the level of student satisfaction with their experience. Overall, students rated their online instructor&nbsp;as moderately satisfactory.The satisfaction level of agribusiness students with online tutor at UTwas mainly satisfied (63%). More than nineteen percent had&nbsp;a&nbsp;very satisfied level.Based on principal component analysis, this study revealed six structures of satisfaction level with online tutor; (1) moderating discussion&nbsp;(62,20%),&nbsp;(2) tutorial strategy&nbsp;(79,18%),&nbsp;(3) feedback on&nbsp;student's opinion (84,69%),&nbsp;(4) keep on&nbsp;schedule&nbsp;(89,12%),&nbsp;(5) making summary&nbsp;(92,24%), and&nbsp;(6) providing attractive learning material&nbsp;(94,64%)

Investigating the educational value of social learning networks: a quantitative analysis

The emergence of Education 2.0 enabled technology-enhanced learning, necessitating new pedagogical approaches, while e-learning has evolved into an instrumental pedagogy of collaboration through affordances of social media. Social learning networks and ubiquitous learning enabled individual and group learning through social engagement and social distribution of knowledge. Nevertheless, these developments have not been supported with extensive studies focusing on quantifying the impact of technology-enhanced learning on students’ progress and achievement. The purpose of this paper is to investigate how a quantitative overview of Facebook’s influence on students’ progress can be incorporated in a proposed e-moderation model of teaching and learning. Design/methodology/approach The approach is based on extending Salmon’s (2003) e-moderation model, which provides an emphasis on the theoretical perspectives that support socially situated learning environments of social networks such as Facebook. The findings revealed that students’ grades were positively influenced by the complementary use of Facebook on their courses of study. Findings The use of a social learning network also triggered a significant increase in student participation in learning activities delivered over Facebook. Research limitations/implications The main research limitations were due to the fact that a single social network was chosen for conducting the experiments. Furthermore, the investigation was narrowed down to a selected range of sessions offered to college and university students as part of their course. Originality/value The paper’s contribution is twofold, as it offers an original set of guidelines for conducting social learning network experiments and provides valuable quantifiable findings on the educational value of such networks

The Transition To Blended Learning: Students’ Perceptions Of Online Interaction

This thesis investigates the problem of low student interest and interaction in online synchronous and asynchronous activity during a transitional phase to blended learning. The key research question investigated how students’ experience of blended learning might inform practice, in order to improve students’ participation in online interaction. The participants were a self-selected sample of 581 students aged 19 to 73 years and predominately woman students. This sample was obtained from 13 regions of The Open University across the UK from students who had studied two undergraduate psychology modules at The Open University during the transition in 2012 to a blended learning tuition strategy. A mixed-methods case study design was employed, composed of an adapted version the Course Experience Questionnaire originally designed by Ramsden (1991). This instrument consisted of 37 questions exploring students’ perceptions of the introduction of blended learning into their respective modules, further modified with the addition of a ‘tick-box’ media survey and an expandable window for students to offer open comments on their experience. Factor analysis was applied to the two sets of quantitative data and thematic analysis to the qualitative data set, employing a convergent design. The findings from the three data sets complemented each other to represent the students’ perspectives on blended learning which served to reveal areas of students’ learning and interaction that did not comfortably align with theoretical ideas and expectations regarding blended learning provision, suggesting a social constructivist theoretical explanation to account for this disjuncture. The findings draw attention to the pedagogy and design of blended learning that remain relevant in practice today. Enhancing the performance of curriculum design and delivery is suggested in order to further develop the blended learning experience of students. It is recommended that some reconceptualisation of the tutors’ role should be considered. Further qualitative research to coalesce feedback from module designers, tutors and students on blended learning modules is also recommended

Investigating the educational value of social learning networks: a quantitative analysis

The emergence of Education 2.0 enabled technology-enhanced learning, necessitating new pedagogical approaches, while e-learning has evolved into an instrumental pedagogy of collaboration through affordances of social media. Social learning networks and ubiquitous learning enabled individual and group learning through social engagement and social distribution of knowledge. Nevertheless, these developments have not been supported with extensive studies focusing on quantifying the impact of technology-enhanced learning on students’ progress and achievement. The purpose of this paper is to investigate how a quantitative overview of Facebook’s influence on students’ progress can be incorporated in a proposed e-moderation model of teaching and learning. Design/methodology/approach The approach is based on extending Salmon’s (2003) e-moderation model, which provides an emphasis on the theoretical perspectives that support socially situated learning environments of social networks such as Facebook. The findings revealed that students’ grades were positively influenced by the complementary use of Facebook on their courses of study. Findings The use of a social learning network also triggered a significant increase in student participation in learning activities delivered over Facebook. Research limitations/implications The main research limitations were due to the fact that a single social network was chosen for conducting the experiments. Furthermore, the investigation was narrowed down to a selected range of sessions offered to college and university students as part of their course. Originality/value The paper’s contribution is twofold, as it offers an original set of guidelines for conducting social learning network experiments and provides valuable quantifiable findings on the educational value of such networks