The existence of the Covid-19 pandemic has also had an impact on learning in tertiary institutions, from the usual face-to-face to online learning. Home becomes the new workspace where learning takes place.
Learning during the Covid-19 pandemic requires creative and flexible thinking about how lecturers can support students to achieve learning goals. The impact of the Covid-19 pandemic on universities is enormous. The lecturer is working hard to change the class gradually online and looking for practical ways to create learning environments online student-centered.
The presence of the pandemic led to a decision from the Chancellor to issue the Chancellor’s Instruction of Ganesha University of Education, Number 01 of 2020 concerning the Implementation of Learning Activities, Academic Services, and Public Services to Prevent the Spread of Corona Virus Disease-19 (Covid-19) at Ganesha University of Education (Undiksha). The Chancellor mandated that the learning process be carried out in a systematic way online.
Online learning is something new, there are several suggestions made by Spector (2020) to educators who are new to online learning/online as follows. 1) Make sure to know students’ interests, for example: convey a short message to students to find out their current situation. 2) Use synchronous learning mode (eg videoconference) and asynchronous (eg discussion forums). 3) Have asynchronous sessions focused on issues or questions relevant to the readings and topics in the syllabus. 4) Session online as interactive as possible and avoid one to all communication. 5) Make sure reading resources and related learning resources are available online. 6) Make it easier for students to participate and collect grades and make assignments and there is an assessment rubric related to assignments. 7) Make sure the lecturer responds to every student who asks a question. Do more asking than telling. 8) Value good feedback and thank those who made a meaningful contribution. 9) Avoid negative comments and don’t let other people make negative or belittling comments. 10) Learn from others and from shortcomings. After learning ask students to provide feedback (eg, what was the most important thing students learned in this course? What was the most confusing thing about this course for students?).
In order to facilitate online learning, both synchronous and asynchronous, Undiksha has issued practical guidelines for online learning and Circular Letter No.1207/UN48.1/DL/2020 concerning Student Final Work, Study Period, and Online Lectures. Based on these practical instructions, several technological options are provided that can be used in online learning. For synchronous methods, you can use features like chat contained in LMS Moodle Undiksha, and videoconference uses Google Meet or Zoom. The asynchronous method uses the discussion forum feature found on the Moodle Undiksha LMS, uploads recorded lecture material into the Moodle Undiksha LMS or other storage media, such as Google Drive. Evaluation of learning outcomes for students is carried out periodically in accordance with the applicable curriculum at Undiksha such as assignments, Mid Semester Exams (UTS), and Final Semester Exams (UAS). In online learning, evaluation of learning outcomes can use the features in the Moodle Undiksha LMS such as assignments and quizzes.
Post-pandemic learning is marked by the strong presence of digitalization. Technology plays an important role in learning. There are several important things that need to be considered in post-pandemic learning, namely the delivery of learning materials using synchronous and asynchronous methods, the home becomes a new learning place, technology becomes a central role in learning due to the switch to online/online learning and digitization of course materials. , blended learning and flipped learning is a concept that existed before Covid-19 hit the world but currently the two learning strategies have gained significance in learning due to the Covid-19 pandemic, and in learning in post-pandemic refers to technological pedagogical and content knowledge (TPACK). TPACK refers to the professional knowledge required to carry out educational tasks effectively using technology. The TPACK categorization contains content knowledge (CK), pedagogical content knowledge (PCK), and general pedagogical knowledge (GPK). Mishra and Koehler added a technological dimension. Lecturers must develop digital competencies that can be applied in learning in various subjects, and lastly learning in the future leads to learning hybrid. Post-pandemic learning includes learning hybrid which includes both synchronous and asynchronous delivery methods. In response to this, lecturers are required to be able to develop both physical and virtual learning by utilizing technology in the learning environment.
Learning hybrid refers to synchronous learning that teaches students face-to-face and face-to-face online simultaneously. This means that students in the class and students in other locations study at the same time and can actively collaborate. Learning hybrid means the lecturer teaches students who are physically in class while other students are at home or in other study rooms.
There are two methods used by lecturers in carrying out learning hybrid, namely: ie. 1) synchronous: learning interactions between lecturers and students are carried out at the same time, using video technology conference or chatting, and 2) asynchronous: lecturers can prepare material in advance, and learning interactions are carried out flexibly and do not have to be at the same time, for example using discussion forums or independent study/student assignments.
Learning Hybrid To run well, several things need to be considered in the implementation of learning hybrid, namely: student readiness, lecturer readiness, and equipment readiness information technology (IT).
Learning hybrid is a relatively new thing in college. There are several challenges in the implementation of a learning hybrid such as technology support, creating a more flexible and attractive learning environment, as well as creating a learning experience for students. This writing is a small part of preparing the lesson hybrid from both a pedagogical and technological perspective.
