E Learning Strategies For Delivering Knowledge In The Digital Age

This study develops a model for students and graduates of Soft Skills, Hard Skills, and Competitiveness (SHC) and seeks user validation after the development process. The development process uses the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) model. A quantitative survey using questionnaires and descriptive quantitative analysis was applied in obtaining user validation as the study objective. The development results validated the students' SHC Development model, which has 3 main phases, including Input, Process and Output. The Input phase comprises course content, SHC component, and strategy of studentsâ€™ center approach. The Process phase consists of blended course design, instruction and students' engagement, and evaluation. The Output phase comprises soft and hard skills achievement, as well as studentsâ€™ competitiveness level. Users perceived the modelâ€™s phases and components as wholly acceptable, appropriate, and applicable for implementation through curriculum, teaching, and learning at the university. This study contributes to graduate preparation for employability skills in the challenging and complex working environment in revolution industry 4.0. https://doi.org/10.26803/ijlter.20.2.12

https://ijlter.org/index.php/ijlter/article/download/3276/pdf

Students’ Soft Skills, Hard Skills, and Competitiveness (SHC): A Suggested Model for Indonesian Higher Education Curriculum

Background: The emergence of the Covid-19 pandemic led to the global change of academic learning strategy from classroom to online mode. Before the emergence of the virus, online learning at a medium scale has been implemented to support the educational system in Indonesia. However, due to the pandemic and to reduce the spread of the virus, online learning became the main and sole place of learning. Objective: This study investigates the implementation and effectiveness of online learning at the faculty of humanities at a University in Jambi, Indonesia, since the Covid-19 pandemic. Method: This is quantitative research. Self-report questionnaires with 5-point Likert scales were used to obtain data from 441 respondents by using the Survey Monkey application. Result: The result showed that online learning was not implemented at the top level of 4.20, using an inadequate replacement process. Furthermore, all categories of online learning implementation, such as design, course communication, time management, and technical skills, were not optimally obtained, while the categories were inadequately effective in replacing classroom learning. Conclusion: Online learning was unable to replace classroom learning because its implementation and effectiveness failed to meet policymakers’ expectations at the university level. Therefore, there is a need for the increase in teachers’ competence and usage intensity regarding online learning in faculties and universities.

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The Effective Use of Full Online Learning to Replace Classroom Learning During the Covid-19 Pandemic

The COVID-19 pandemic of 2020 saw the rapid adoption of fully online higher education (HE) academic programmes across the world. With the likely post-pandemic return to on-campus education, online learning in some form is expected to continue. It is apparent also that globally, students’ mindsets about online learning have changed during the pandemic period. It is thus timely to investigate the potential of blended learning (BL), a hybrid form of online and faceto-face education, as a pedagogical approach for HE in the future worldwide. As academic staff are instrumental in implementing effective HE pedagogical approaches, this study explored the academic staff’s views and practices with BL. The study implemented the qualitative case study approach, and the in-depth interview method was applied with eight academic staff representing different departments in a Singaporean higher education institution. Thematic analysis on the qualitative data gathered in accordance with the study’s foci elicited inputs about the academic staff’s BL understandings, usage and impacts, as well as challenges and suggestions for enhancing BL in HE. The findings revealed the academic staff’s positive BL perceptions, sound understandings, and strong experience with various digital tools. From this sound foundation, the staff interviewees made suggestions for developing effective BL practices which apply for HE in the future. The study’s important implication is that the findings are relevant and valuable in the situation where, post the pandemic, HE adjusts for students return to campuses where BL is likely to replace the face-to-face education. Importantly, these suggestions form the elements of a BL ecosystem that includes policy, infrastructure, training and evaluation and demonstrates flexibility for the ecosystem’s application to both the Singaporean context and to effective HE BL design globally post the pandemic.

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Academic Staff’s Perspective on Blended Learning Practices in Higher Education Post COVID-19: A Case Study of a Singaporean University

Most businesses today have started utilizing innovative informational technologies such as digital marketing, fin-tech, digital human resources management and business analytics. Educating people on these new skills presents a business opportunity for educational technology (edtech) companies. Many technology-enhanced learning (TEL)-based business education programmes are being developed recently, promising to enhance professional skills and knowledge. The marketing information surrounding these programmes overloads learners’ minds and makes it impossible to determine which programmes are worth their time and money. Such learning solutions are developed using competency-based education (CBE) frameworks and by leveraging TEL environments. Moreover, the complexity of CBE-TEL-based interventions makes it difficult to evaluate their quality. The present study intends to overcome this challenge by identifying the qualitative factors that enhance professional competence in TEL environments. The study proposed a new model called ‘Competence Based Technology Enabled Learning’ (COBTEL), which has been empirically tested for its validity and reliability. The model is analysed using partial least squares algorithm-based structural equation modelling to evaluate TEL-based programmes’ competence-enhancing aspects from the learners’ perspective. In addition, the utilization of the COBTEL model would assist institutes, universities and governments in improving the quality of management education programmes. 

A Proposed Model for Evaluating Quality of Technology Enabled Learning in Management Education Programmes

The application of blended learning in higher education has practically increased through the years, this is however aimed to develop the students rare 21st century skills. Furthermore, the present study investigates the differences in learning process across one semester, and the research design comprised of quasi experimental method without conducting any pre-test, particularly for the conventional and blended learning class. Therefore, self-evaluation questionnaire on 21st century skills were distributed, and the experimental outcome revealed the significant skill practice performed by students in blended learning classes compared to the counterparts in conventional programmes. This learning method was assessed to contain soft and hard skills, in addition to an increased GPA. The aim of this study, therefore, is to investigate the impact of blended learning in course application, with the goal of optimizing students’ 21st century skills and GPA.

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Armiwat Armiwati

Papers

Students’ Practices of 21st Century Skills between Conventional learning and Blended Learning