The Challenges of Practicum Courses on Online Learning
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Keywords:
Online Learning, Practicum Course, Challenge in Practicum, Pedagogy, Educational Communication
Abstract
The Indonesian government encourages educational institutions to implement Online Learning (PJJ) through Law Number 20 of 2003. With the massive development of information and communication technology and the internet, now implementing PJJ system in educational institutions is a necessity. Hence, in 2020 Universitas Multimedia Nusantara established a Communication Study Program in PJJ. In teaching and learning activities, there are theoretical and practical course. This study aims to answer reaseach question about the challenges of practicum course that are implememted through the PJJ system. The method used in this study was Focus Group Discussion (FGD) with 40 students who were divided in several groups based on semester level. All FGD pratidipants had taken practicum coursed, namely the Digital Videography and Multimedia Laboratory. The result showed that the challenges faced in practicum courses are the differences of distance and time to complete group assignmenets among the students, the availability of learning support tools and facilities, and the updating of teaching material content. Alternative responses made by students are by subtituting practicum tools and utilizing social media such as Youtube and Instagram to enrich learning material. This study also found several expectations in practicum course, such as renewing learning materials by using language that is easier to understand, adjusting quiz questions, and increasing the frequency of synchronous virtual meetings.
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Barrot, J. S., Llenares, I. I., & del Rosario, L. S. (2021). Students’ online learning challenges during the pandemic and how they cope with them: The case of the Philippines. Education and Information Technologies, 26(6), 7321–7338. https://doi.org/10.1007/s10639-021-10589-x
Broadbent, J., & Poon, W. L. (2015). Self-regulated learning strategies & academic achievement in online higher education learning environments: A systematic review. The Internet and Higher Education, 27, 1–13. https://doi.org/10.1016/j.iheduc.2015.04.007
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de Freitas, S. I., Morgan, J., & Gibson, D. (2015). Will MOOCs transform learning and teaching in higher education? Engagement and course retention in online learning provision. British Journal of Educational Technology, 46(3), 455–471. https://doi.org/10.1111/bjet.12268
Dutta, D. A. (2020). Impact of Digital Social Media on Indian Higher Education: Alternative Approaches of Online Learning during COVID-19 Pandemic Crisis. International Journal of Scientific and Research Publications (IJSRP), 10(05), 604–611. https://doi.org/10.29322/IJSRP.10.05.2020.p10169
Geri, N., Winer, A., & Zaks, B. (2017). Challenging the six-minute myth of online video lectures: Can interactivity expand the attention span of learners? Online Journal of Applied Knowledge Management, 5(1), 101–111. https://doi.org/10.36965/OJAKM.2017.5(1)101-111
Guspatni. (2018). Students’ activities in, perceptions of and expectations for elearning: A case in Indonesia. Knowledge Management & E-Learning: An International Journal, 10(1), 97–112.
Hansch, A., Hillers, L., McConachie, K., Newman, C., Schildhauer, T., & Schmidt, J. P. (2015). Video and online learning: Critical reflections and findings from the field.
Hennink, M. M. (2014). Understanding Focus Group Discussions. Oxford University Press.
Lee, M. T., & Theokary, C. (2021). The superstar social media influencer: Exploiting linguistic style and emotional contagion over content? Journal of Business Research, 132, 860–871. https://doi.org/10.1016/j.jbusres.2020.11.014
Lee, S. (2022). Factors affecting the quality of online learning in a task‐based college course. Foreign Language Annals, 55(1), 116–134. https://doi.org/10.1111/flan.12572
Martin, F., & Bolliger, D. U. (2018). Engagement matters: Student perceptions on the importance of engagement strategies in the online learning environment. Online Learning, 22(1), 205–222.
Mitchell, M. M., & Delgado, C. (2014). Online Learning: Advantages and Challenges in Implementing an Effective Practicum Experience. Open Journal of Nursing, 4, 379–384. https://doi.org/http://dx.doi.org/10.4236/ojn.2014.46044
Müller, C., & Mildenberger, T. (2021). Facilitating flexible learning by replacing classroom time with an online learning environment: A systematic review of blended learning in higher education. Educational Research Review, 34, 100394. https://doi.org/10.1016/j.edurev.2021.100394
Munir, M. (2010). Penggunaan learning management system (lms) di perguruan tinggi: studi kasus di Universitas Pendidikan Indonesia. Jurnal Cakrawala Pendidikan, 1(1).
Plummer, L., Smith, L., Cornforth, E., & Gore, S. (2021). Teaching psychomotor skills in a virtual environment: An educational case study. Education Sciences, 11(9). https://doi.org/10.3390/educsci11090537
Ridzal, W., Adrianto, H., & Fawaid, M. (2022). The Effect of Facilities and Infrastructure on Learning Experience of Conventional Parasitology Practicum with Distance Method on Students of the Faculty of Medicine Ciputra University. Budapest International Research in Exact Sciences, 4(2), 168–175.
Risan, R. (2021). IDENTIFYING THE USE OF QUIZZES FOR STUDENTS DURING ONLINE LEARNING. Journal of English Pedagogy, Linguistics, Literature, and Teaching, 9(2).
Siahaan, S., & Rivalina, R. (2012). Perkembangan Pendidikan Terbuka dan Jarak Jauh di Indonesia. Jurnal Teknodik, 59–72.
Staziaki, P. V., Santo, I. D. de O., Skobodzinski, A. A., Park, L. K., & Bedi, H. S. (2021). How to Use YouTube for Radiology Education. Current Problems in Diagnostic Radiology, 50(4), 461–468. https://doi.org/10.1067/j.cpradiol.2020.11.007
Susarla, A., Oh, J.-H., & Tan, Y. (2012). Social Networks and the Diffusion of User-Generated Content: Evidence from YouTube. Information Systems Research, 23(1), 23–41. https://doi.org/10.1287/isre.1100.0339
Widayati, A., & Priantinah, D. (2023). Factors Influencing The Practicum Learning Outcomes in The Context of Online Learning in the Faculty of Economics, Unversitas Negeri Yogyakarta. In Proceedings of the Unima International Conference on Social Sciences and Humanities (UNICSSH 2022) (pp. 1267–1274). Atlantis Press SARL. https://doi.org/10.2991/978-2-494069-35-0_153
Wong, J., Baars, M., Davis, D., Van Der Zee, T., Houben, G.-J., & Paas, F. (2019). Supporting Self-Regulated Learning in Online Learning Environments and MOOCs: A Systematic Review. International Journal of Human–Computer Interaction, 35(4–5), 356–373. https://doi.org/10.1080/10447318.2018.1543084
Yoon, M., Lee, J., & Jo, I.-H. (2021). Video learning analytics: Investigating behavioral patterns and learner clusters in video-based online learning. The Internet and Higher Education, 50, 100806.
Alvin, S., & Dewi, H. L. C. (2022). Gen-Z dan Masa Depan Pembelajaran Jarak Jauh. In Merangkul Ragam Capaian Akreditasi Unggul di Era 5.0: Eksistensi Insan Komunikasi di Era Digitalisasi (pp. 111–120). Salemba Humanika.
Ambartiasari, G., Lubis, A. R., & Chan, S. (2017). PENGARUH KUALITAS PELAYANAN, KEPERCAYAAN DAN FASILITAS KAMPUS TERHADAP KEPUASAN DAN DAMPAKNYA KEPADA LOYALITAS MAHASISWA POLITEKNIK INDONESIA VENEZUELA. Jurnal Manajemen Inovasi, 8(3). https://doi.org/https://doi.org/10.24815/jmi.v8i3.8833
Annamalai, N., Ab Rashid, R., Harb Alqaryouti, M., Eddin Sadeq, A., Al-Smadi, O. A., & Kumar, J. A. (2022). Online Teaching Practicum in Malaysia in the Time of COVID-19 Pandemic. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.871971
Astawan, I. G., Widiana, I. W., & Arafik, M. (2021). Pedati Model Online Learning in University. Journal of Education Technology, 5(4), 663. https://doi.org/10.23887/jet.v5i4.41124
Barrot, J. S., Llenares, I. I., & del Rosario, L. S. (2021). Students’ online learning challenges during the pandemic and how they cope with them: The case of the Philippines. Education and Information Technologies, 26(6), 7321–7338. https://doi.org/10.1007/s10639-021-10589-x
Broadbent, J., & Poon, W. L. (2015). Self-regulated learning strategies & academic achievement in online higher education learning environments: A systematic review. The Internet and Higher Education, 27, 1–13. https://doi.org/10.1016/j.iheduc.2015.04.007
Budiyono Saputro, Muh Saerozi, & Fadhil Ardhiansyah. (2020). Philosophical Reflections: Critical Analysis of Learning Strategies for Science Practicum During the COVID-19 Pandemic. IJORER : International Journal of Recent Educational Research, 1(2), 78–89. https://doi.org/10.46245/ijorer.v1i2.26
Chaeruman, U. A. (2018). MODEL DESAIN SISTEM PEMBELAJARAN BLENDED: Prosedur Merancang Pembelajaran Blended Mata Kuliah Daring dan Terbuka SPADA Indonesia. PASCASARJANA UNIVERSITAS NEGERI JAKARTA. https://lmsspada.kemdikbud.go.id/pluginfile.php/125638/mod_resource/content/1/PEDATI_-_Model_Desain_Sistem_Pembelajaran_Blended1.pdf
Clinten, B. (2023). No Title. Kompas.Com.
Curran, V., Simmons, K., Matthews, L., Fleet, L., Gustafson, D. L., Fairbridge, N. A., & Xu, X. (2020). YouTube as an Educational Resource in Medical Education: a Scoping Review. Medical Science Educator, 30(4), 1775–1782. https://doi.org/10.1007/s40670-020-01016-w
de Freitas, S. I., Morgan, J., & Gibson, D. (2015). Will MOOCs transform learning and teaching in higher education? Engagement and course retention in online learning provision. British Journal of Educational Technology, 46(3), 455–471. https://doi.org/10.1111/bjet.12268
Dutta, D. A. (2020). Impact of Digital Social Media on Indian Higher Education: Alternative Approaches of Online Learning during COVID-19 Pandemic Crisis. International Journal of Scientific and Research Publications (IJSRP), 10(05), 604–611. https://doi.org/10.29322/IJSRP.10.05.2020.p10169
Geri, N., Winer, A., & Zaks, B. (2017). Challenging the six-minute myth of online video lectures: Can interactivity expand the attention span of learners? Online Journal of Applied Knowledge Management, 5(1), 101–111. https://doi.org/10.36965/OJAKM.2017.5(1)101-111
Guspatni. (2018). Students’ activities in, perceptions of and expectations for elearning: A case in Indonesia. Knowledge Management & E-Learning: An International Journal, 10(1), 97–112.
Hansch, A., Hillers, L., McConachie, K., Newman, C., Schildhauer, T., & Schmidt, J. P. (2015). Video and online learning: Critical reflections and findings from the field.
Hennink, M. M. (2014). Understanding Focus Group Discussions. Oxford University Press.
Lee, M. T., & Theokary, C. (2021). The superstar social media influencer: Exploiting linguistic style and emotional contagion over content? Journal of Business Research, 132, 860–871. https://doi.org/10.1016/j.jbusres.2020.11.014
Lee, S. (2022). Factors affecting the quality of online learning in a task‐based college course. Foreign Language Annals, 55(1), 116–134. https://doi.org/10.1111/flan.12572
Martin, F., & Bolliger, D. U. (2018). Engagement matters: Student perceptions on the importance of engagement strategies in the online learning environment. Online Learning, 22(1), 205–222.
Mitchell, M. M., & Delgado, C. (2014). Online Learning: Advantages and Challenges in Implementing an Effective Practicum Experience. Open Journal of Nursing, 4, 379–384. https://doi.org/http://dx.doi.org/10.4236/ojn.2014.46044
Müller, C., & Mildenberger, T. (2021). Facilitating flexible learning by replacing classroom time with an online learning environment: A systematic review of blended learning in higher education. Educational Research Review, 34, 100394. https://doi.org/10.1016/j.edurev.2021.100394
Munir, M. (2010). Penggunaan learning management system (lms) di perguruan tinggi: studi kasus di Universitas Pendidikan Indonesia. Jurnal Cakrawala Pendidikan, 1(1).
Plummer, L., Smith, L., Cornforth, E., & Gore, S. (2021). Teaching psychomotor skills in a virtual environment: An educational case study. Education Sciences, 11(9). https://doi.org/10.3390/educsci11090537
Ridzal, W., Adrianto, H., & Fawaid, M. (2022). The Effect of Facilities and Infrastructure on Learning Experience of Conventional Parasitology Practicum with Distance Method on Students of the Faculty of Medicine Ciputra University. Budapest International Research in Exact Sciences, 4(2), 168–175.
Risan, R. (2021). IDENTIFYING THE USE OF QUIZZES FOR STUDENTS DURING ONLINE LEARNING. Journal of English Pedagogy, Linguistics, Literature, and Teaching, 9(2).
Siahaan, S., & Rivalina, R. (2012). Perkembangan Pendidikan Terbuka dan Jarak Jauh di Indonesia. Jurnal Teknodik, 59–72.
Staziaki, P. V., Santo, I. D. de O., Skobodzinski, A. A., Park, L. K., & Bedi, H. S. (2021). How to Use YouTube for Radiology Education. Current Problems in Diagnostic Radiology, 50(4), 461–468. https://doi.org/10.1067/j.cpradiol.2020.11.007
Susarla, A., Oh, J.-H., & Tan, Y. (2012). Social Networks and the Diffusion of User-Generated Content: Evidence from YouTube. Information Systems Research, 23(1), 23–41. https://doi.org/10.1287/isre.1100.0339
Widayati, A., & Priantinah, D. (2023). Factors Influencing The Practicum Learning Outcomes in The Context of Online Learning in the Faculty of Economics, Unversitas Negeri Yogyakarta. In Proceedings of the Unima International Conference on Social Sciences and Humanities (UNICSSH 2022) (pp. 1267–1274). Atlantis Press SARL. https://doi.org/10.2991/978-2-494069-35-0_153
Wong, J., Baars, M., Davis, D., Van Der Zee, T., Houben, G.-J., & Paas, F. (2019). Supporting Self-Regulated Learning in Online Learning Environments and MOOCs: A Systematic Review. International Journal of Human–Computer Interaction, 35(4–5), 356–373. https://doi.org/10.1080/10447318.2018.1543084
Yoon, M., Lee, J., & Jo, I.-H. (2021). Video learning analytics: Investigating behavioral patterns and learner clusters in video-based online learning. The Internet and Higher Education, 50, 100806.
Published
2023-06-09
How to Cite
Dewi, H. L. C., Angelia, C. R., Mujiono, & Alvin, S. (2023). The Challenges of Practicum Courses on Online Learning. Jurnal Komunikasi Profesional, 7(3), 396 - 409. https://doi.org/10.25139/jkp.v7i3.6191
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