THE EXPERIENTIAL EVALUATION OF BLENDED LEARNING IN AESTHETICS SUBJECT
Abstract
Industrial Revolution 4.0 is currently being developed by the Government, carried out by inviting universities to begin implementing technology in learning design, which later underlies the implementation of blended learning practices at Universitas Negeri Semarang. The author has practiced blended learning by applying online classroom as a learning method in Aesthetic subject, that held in the fourth semester of the 2018/2019 academic year. In implementing blended learning, evaluation is needed to find out how effective the application of online learning as a method in blended learning in aesthetic subjects at the Department of Arts, Faculty of Language and Art, Universitas Negeri Semarang. The objectives in this study are 1) To describe how the design and implementation of Online classroom in aesthetic subjects, 2) To find out the results of student experiences from online classes in aesthetic subjects. This study uses a mixed method, using qualitative and quantitative. Experiences evaluation will be analyzed based on quiz data and assignments as well as surveys related to online classroom of blended learning using elena.unnes.ac.id system. The results of experiential evaluation will be describe and analyzed based on data presented in graphical form. The results showed as follows, during the online classroom in blended learning as well as surveys given to students, it shows that the blended learning method is suitable for students in aesthetics subject. Students consider this learning method, and interested because it is not monotonous and they can create and use technology in lecture activities. In addition, the author also provides quizzes, assignments and discussion forums online. Quiz results and assignments given to students show that if they are able to obtain a good enough score, this indicates that the learning material uploaded by the lecturer is good enough for students to understand.
References
[2] M. Hicks, I. Reid, and R. George, “Enhancing on-line teaching: Designing responsive learning environments,” Int. J. Acad. Dev., vol. 6, no. 2, pp. 143–151, 2001.
[3] Jeffrey R. Young, “„Hybrid‟ Teaching Seeks to End the Divide Between Traditional and Online Instruction,” Chron. High. Educ., p. A33, 2002.
[4] D. Whitelock and A. Jelfs, “Editorial: Journal of educational media special issue on blended learning,” J. Educ. Media, vol. 28, no. 2, pp. 99–100, 2003.
[5] R. A. Ellis and A. Bliuc, “An exploration into first‐year university students‟ approaches to inquiry and online learning technologies in blended environments,” Br. J. Educ. Technol., vol. 47, no. 5, pp. 970–980, 2015.
[6] P. Goodyear, “Educational Design and Networked Learning: Patterns, Pattern Languages and Design Practice,” Australas. J. Educ. Technol., vol. 21, no. 1, pp. 82–101, 2005.
[7] G. Conole and S. Wills, “Representing learning designs – making design explicit and shareable,” EMI. Educ. Media Int., vol. 50, no. 1, pp. 24–38, 2013.
[8] S. Agostinho, “The use of a visual learning design representation to support the design process of teaching in higher education,” vol. 27, no. 6, pp. 961–978, 2011.
[9] F. Z. Azizan, “Blended Learning in Higher Education Institution in Malaysia,” in Proceedings of Regional Conference on Knowledge Integration in ICT., 2010.
[10] H. Singh, “Building Effective Blended Learning Program,” Educ. Technol., vol. 43, no. 6, pp. 51–54, 2003.
