The effectiveness of hybrid learning as instructional media amid the COVID-19 pandemic
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Keywords:
effectiveness, hybrid learning, instructional media, COVID-19 pandemic
Abstract
The COVID-19 pandemic has struck the world, prompting the enforcement of stay-at-home policies to halt the spread of COVID-19. Indonesia is not exempted from this situation. The COVID-19 pandemic has necessitated social distance due to social distancing, quarantine, and isolation to minimise the spread of the virus. During the COVID-19 pandemic, an online learning system was used. The ideal learning methods in the new normal era are blended learning and hybrid learning methods. Online learning demands the attention of the communicant so that the message conveyed by the communicator can run effectively. If hybrid learning as an instructional medium can be appropriately utilised, the learning objectives can be achieved. However, in previous studies, the blended learning method still needs to be evaluated so that its application can run well and as expected. Because communication transactions that can overcome various frames of reference or clarify difficulties to transfer understanding in a timely manner are considered rich, the media richness theory is applied in this study. This study aims to know how effective hybrid learning is in Southeast Sulawesi during the COVID-19 pandemic. The method used in this research is phenomenology by involving junior high school teachers in Southeast Sulawesi. Based on this study’s data analysis findings, the Effectiveness of the hybrid learning model in Southeast Sulawesi during the COVID-19 outbreak is decided by students’ and parents’ desire to monitor their children.
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Sari, M. (2016). Blended learning, model pembelajaran abad ke-21 di perguruan tinggi. Ta’dib, 17(2), 126–136. https://doi.org/10.31958/jt.v17i2.267
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Suprianto, S., Arhas, S., Mahmuddin, M., & Siagian, A. O. (2020). The Effectiveness of Online Learning Amid the COVID-19 Pandemic. Jurnal Ad’ministrare, 7(2), 321–330.
Toquero, C. (2020). Challenges and Opportunities for Higher Education amid the COVID-19 Pandemic: The Philippine Context. Pedagogical Research, 5(4). https://doi.org/10.29333/pr/7947
Tseng, C.-H., & Wei, L.-F. (2020). The efficiency of mobile media richness across different stages of online consumer behaviour. International Journal of Information Management, 50, 353–364.
Wang, G. (2020). Stay at Home to Stay Safe: Effect of Stay-at-Home Order on Containing the COVID-19 Pandemic.
Zmud, R., Lind, M., & Young, F. (1990). An attribute space for organisational communication channels. Information Systems Research, 1(4), 440–457.
Adedoyin, O., & Soykan, E. (2020). COVID-19 pandemic and online learning: the challenges and opportunities. Interactive Learning Environments, 1–13. https://doi.org/10.1080/10494820.2020.1813180
Adnan, M., & Anwar, K. (2020). Online learning amid the COVID-19 pandemic: Students perspectives. Journal of Pedagogical Sociology and Psychology, 2(1), 45–51. https://doi.org/10.33902/jpsp.2020261309
Aji, R. (2020). Dampak COVID-19 pada Pendidikan di Indonesia: Sekolah, Keterampilan, dan Proses Pembelajaran. SALAM: Jurnal Sosial Dan Budaya Syar-I, 7(5).
Bahasoan, A., Ayuandiani, W., Mukhram, M., & Rahmat, A. (2020). Effectiveness of Online Learning In Pandemic COVID-19. International Journal of Science, Technology & Management, 1(2), 100–106. https://doi.org/10.46729/ijstm.v1i2.30
Beland, L., Brodeur, A., & Wright, T. (2020). COVID-19, Stay-At-Home Orders and Employment: Evidence from CPS Data. IZA Discussion Paper.
Boyarsky, K. (2020). What Is Hybrid Learning? Here’s Everything You Need to Know. https://resources.owllabs.com/blog/hybrid-learning
Carman, J. (2005). Blended learning design: 5 key ingredients. Five Key Ingredients.
Chen, B., Chang, Y., Ouyang, F., & Zhou, W. (2018). Fostering student engagement in online discussion through social learning analytics. Internet and Higher Education, 37, 21–30. https://doi.org/10.1016/j.iheduc.2017.12.002
Chinmi, M., Marta, R., & Jarata, J. (2021). RuangGuru community as a reflection of future learning in time of COVID-19. Jurnal Studi Komunikasi, 5(1), 92–109.
Choi, J.-C., & Kim, T.-G. (2020). The Effect of Communication Media Richness on Continuous Intention to Use: The Moderating Effect of User Experience. Journal of Digital Convergence, 18(5), 187–195.
Creswell, J., & Poth, C. (2017). Qualitative inquiry and research design: Choosing among five approaches. California: Sage publications.
Daft, R., & Lengel, R. (1986). Organisational information requirements, media richness and structural design. Management Science, 32(5), 554–571.
Daniel, S. (2020). Education and the COVID-19 pandemic. Prospects, 49, 91–96. https://doi.org/10.1007/s11125-020-09464-3
Das, D. (2021). E-Learning Amid COVID-19 Pandemic Situation: A Case Study. The Online Journal of Distance Education and E-Learning, 9(1), 47–59.
Dewi, W. (2020). Dampak COVID-19 Terhadap Implementasi Pembelajaran Daring Di Sekolah Dasar. Edukatif: Jurnal Ilmu Pendidikan, 2(1).
Driscoll, M. (2002). Blended learning: Let us get beyond the hype. E-Learning.
El-Shinnawy, M., & Markus, M. (1997). The poverty of media richness theory: explaining people’s choice of electronic mail vs voice mail. International Journal of Human-Computer Studies, 46(4), 443–467.
Ethinkeducation.com. (2020). What is Hybrid Learning? How to Implement a Hybrid eLearning Strategy. https://ethinkeducation.com/blog/what-is-hybrid-learning-how-to-implement-a-hybrid-learning-strategy/
Hsu, C.-L., Lin, J. C.-C., & Miao, Y.-F. (2020). Why are people loyal to live stream channels? The perspectives of uses and gratifications and media richness theories. Cyberpsychology, Behavior, and Social Networking, 23(5), 351–356.
Husserl, E. (2014). Ideas: General introduction to pure phenomenology. Routledge. https://doi.org/10.4324/9781315823577
Khasanah, D., Pramudibyanto, H., & Widuroyekti, B. (2020). Pendidikan Dalam Masa Pandemi COVID-19. Jurnal Sinestesia, 10(1).
Kompasiana.com. (2020). Media Pembelajaran yang Menjadi Online Selama Pandemi COVID-19. https://www.kompasiana.com/daffaelanghendra9816/5eb6b390097f3664a63c3df2/media-pembelajaran-yang-menjadi-online-selama-pandemi-COVID-19
Lapitan, L., Tiangco, C., Sumalinog, D., Sabarillo, N., & Diaz, J. (2021). An effective blended online teaching and learning strategy during the COVID-19 pandemic. Education for Chemical Engineers, 35, 116–131. https://doi.org/10.1016/j.ece.2021.01.012
Liputan6. (2020). Belajar Online Jarak Jauh Jadi Tren Selama Pandemi Corona. https://www.liputan6.com/citizen6/read/4212661/belajar-online-jarak-jauh-jadi-tren-selama-pandemi-corona
Mediaindonesia.com. (2020). Belajar di Masa Pandemi. https://mediaindonesia.com/opini/298260/belajar-di-masa-pandemi
Moleong, L. (2017). Metodologi penelitian kualitatif. Bandung: Remaja Rosdakarya.
Mosa, E. (2006). Puntoedu : a Blended e-Learning Model. Current Developments in Technology-Assisted Education.
Nursanti, S., Utamidewi, W., & Tayo, Y. (2021). Kualitas Komunikasi Keluarga tenaga kesehatan dimasa Pandemic COVID-19. Jurnal Studi Komunikasi, 5(1), 233–248.
PennState. (2020). What Is Hybrid Learning? https://sites.psu.edu/hybridlearning/what-is-hybrid/
Pustakailmiah. (2016). Model Pembelajaran Sosial. https://pustakailmiah78.blogspot.com/2016/04/model-pembelajaran-sosial-makalah.html
Putra, R., & Irwansyah, I. (2020). Media Komunikasi Digital, Efektif Namun Tidak Efisien, Studi Media Richness Theory dalam Pembelajaran Jarak Jauh Berbasis Teknologi di Masa Pandemi. Global Komunika: Jurnal Ilmu Sosial Dan Ilmu Politik, 3(2), 1–13.
Qazi, A., Naseer, K., Qazi, J., AlSalman, H., Naseem, U., Yang, S., Hardaker, G., & Gumaei, A. (2020). Conventional to online education during COVID-19 pandemic: Do develop and underdeveloped nations cope alike. Children and Youth Services Review. https://doi.org/10.1016/j.childyouth.2020.105582
Rusman, D., & Riyana, C. (2011). Pembelajaran berbasis teknologi informasi dan komunikasi. Bandung: Rajawali Pers.
Santoso, N., Nombrado, M., De Guzman, M., Yumul, S., & Mariano, R. (2021). Teachers’ professional identity construction on Facebook using the teacher-student interaction perspective. Jurnal Studi Komunikasi, 5(1), 1–23.
Sari, M. (2016). Blended learning, model pembelajaran abad ke-21 di perguruan tinggi. Ta’dib, 17(2), 126–136. https://doi.org/10.31958/jt.v17i2.267
Simamora, R., de Fretes, D., Purba, E., & Pasaribu, D. (2020). Practices, Challenges, and Prospects of Online Learning during COVID-19 Pandemic in Higher Education: Lecturer Perspectives. Studies in Learning and Teaching, 1(3), 185–208.
Sphero.com. (2021). Hybrid Learning: An Educator’s Guide. https://sphero.com/blogs/news/hybrid-learning-guide
Suprianto, S., Arhas, S., Mahmuddin, M., & Siagian, A. O. (2020). The Effectiveness of Online Learning Amid the COVID-19 Pandemic. Jurnal Ad’ministrare, 7(2), 321–330.
Toquero, C. (2020). Challenges and Opportunities for Higher Education amid the COVID-19 Pandemic: The Philippine Context. Pedagogical Research, 5(4). https://doi.org/10.29333/pr/7947
Tseng, C.-H., & Wei, L.-F. (2020). The efficiency of mobile media richness across different stages of online consumer behaviour. International Journal of Information Management, 50, 353–364.
Wang, G. (2020). Stay at Home to Stay Safe: Effect of Stay-at-Home Order on Containing the COVID-19 Pandemic.
Zmud, R., Lind, M., & Young, F. (1990). An attribute space for organisational communication channels. Information Systems Research, 1(4), 440–457.
Published
2021-11-20
How to Cite
Sumandiyar, A., Husain, M. N., Genggong, M. S., Nanda, I., & Fachruddin, S. (2021). The effectiveness of hybrid learning as instructional media amid the COVID-19 pandemic. Jurnal Studi Komunikasi, 5(3), 651-664. Retrieved from https://ejournal.unitomo.ac.id/index.php/jsk/article/view/4416
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