Needs analysis on digital learning objects for university students

Nadia Hanoum, Ahmad Fajar Fadlillah, Dadang Sukirman, Cepi Riyana

Abstract


Using Digital Learning Objects as learning resources is essential in blended learning. However, the availability is still limited, so there is a need to design and develop digital learning objects to help students meet learning objectives. This study identifies and analyzes students’ needs for Digital Learning Objects relevant to the course's characteristics. This study employs the descriptive survey method to provide a quantitative description of students’ preferences for different Digital Learning Objects. The data for this study was collected using a questionnaire distributed to 54 students as the sample. The results revealed that the Digital Learning Objects needed for the Audio Media course consisted of digital module (87 percent), video (79,6 percent), and animation (74,1 percent). As for the learning method, practicum (98 percent) and team-based project (81 percent) were preferable to discussion or presentation. It was also found that the digital module was more compatible with the majority of the materials covered in the course. Thus, developing Digital Learning Objects will include digital modules, instructional videos, and animation, which are expected to support students in a blended learning environment effectively.

 

Abstrak

Pemanfaatan Objek Pembelajaran Digital sebagai sumber belajar merupakan hal yang penting dalam blended learning, namun ketersediaannya masih terbatas oleh karena itu perlu dirancang dan dikembangkan Objek Pembelajaran Digital yang dapat memudahkan siswa dalam mencapai tujuan pembelajaran. Penelitian ini bertujuan untuk mengidentifikasi dan menganalisis kebutuhan mahasiswa terhadap Objek Pembelajaran Digital yang relevan dengan karakteristik mata kuliah yang diambilnya. Penelitian ini menggunakan metode survei deskriptif karena perlu memberikan gambaran kuantitatif tentang preferensi mahasiswa terhadap berbagai jenis Objek Pembelajaran Digital. Data penelitian ini dikumpulkan dengan menggunakan kuesioner yang dibagikan kepada 54 mahasiswa sebagai sampel. Hasil penelitian menunjukkan bahwa Objek Pembelajaran Digital yang dibutuhkan pada mata kuliah Media Audio terdiri dari modul digital (87 persen), video (79,6 persen), dan animasi (74,1 persen). Sedangkan untuk metode pembelajaran, praktikum (98 persen) dan proyek berbasis tim (81 persen) lebih diutamakan dibandingkan diskusi atau presentasi. Ditemukan juga bahwa modul digital lebih kompatibel dengan sebagian besar materi yang dibahas dalam kursus. Oleh karena itu, pengembangan Objek Pembelajaran Digital akan mencakup modul digital, video instruksional, dan animasi, yang diharapkan dapat secara efektif mendukung mahasiswa dalam lingkungan pembelajaran terpadu.

Kata Kunci: blended learning; kursus media audio; objek pembelajaran digital


Keywords


audio media course; blended learning; digital learning object

References


Abdel-Majeed, B. (2021). The presentation pattern of digital learning objects (partial / total) in an e-learning environment and its impact on developing the quality skills of the production of educational multimedia for educational technology students. International Journal of Instructional Technology and Educational Studies, 2(3), 1-8.

Alphonce, S., & Mwantimwa, K. (2019). Students’ use of digital learning resources: Diversity, motivations and challenges. Information and Learning Science, 120(11), 758-772.

Anthonysamy, L., Ah Choo, K., & Soon Hin, H. (2021). Investigating self-regulated learning strategies for digital learning relevancy. Malaysian Journal of Learning and Instruction, 18(1), 29-64.

Beck, D. (2019). Augmented and virtual reality in education: Immersive learning research. Journal of Educational Computing Research, 57(7), 1619-1625.

Blake H, Bermingham F, Johnson G, Tabner A. (2020). Mitigating the psychological impact of COVID-19 on healthcare workers: A digital learning package. International Journal of Environmental Research and Public Health, 17(9), 1-15.

Blume, F., Irmer, A., Dirk, J., & Schmiedek, F. (2022). Day-to-day variation in students’ academic success: The role of self-regulation, working memory, and achievement goals. Developmental Science, 25(6), 13-30.

Bradley, V. M. (2021). Learning Management System (LMS) use with online instruction. International Journal of Technology in Education, 4(1), 68-92.

Churi, P., Mistry, K., Asad, M. M., Dhiman, G., Soni, M., & Kose, U. (2022). Online learning in COVID-19 pandemic: An empirical study of Indian and Turkish higher education institutions. World Journal of Engineering, 19(1), 58-71.

Daumiller, M., & Dresel, M. (2019). Supporting self-regulated learning with digital media using motivational regulation and metacognitive prompts. The Journal of Experimental Education, 87(1), 161-176.

De Grey, A. D. N. J. (2020). The coming of age of AGE. GeroScience, 42(6), 1449-1450.

Devi, K. S., & Aparna, M. (2020). Moodle: An effective learning management system for 21st century learners. Alochana Chakra Journal, 9(6), 4474-4485.

Dewi, N. A., Rajagukguk, W., & Dewi, R. (2024). Development of mathematics learning modules with PBL models on the metacognitive skills of students. Inovasi Kurikulum, 21(1), 835-848.

Donaldson, K. S., Bonella, L., Becksford, L., Kubicki, J. M., & Parramore, S. (2022). Liaising in the 21st Century: The shifting role of the education librarian. Education Libraries, 45(1), 1-31.

Dumitrica, D., & Jarmula, P. (2022). Teaching qualitative research methods in media and communication: The benefits and limitations of digital learning objects. The Qualitative Report, 27(9), 1934-1951.

Goodsett, M. (2020). Assessing the potential for critical thinking instruction in information literacy online learning objects using best practices. Communications in Information Literacy, 14(2), 227-254.

Janul, E. & Sunendar, D. (2024). The contribution of project-based Learning to improve basic literacy at junior high school. Inovasi Kurikulum, 21(2), 807-818.

Krouska, A., Troussas, C., & Sgouropoulou, C. (2022). Mobile game-based learning as a solution in COVID-19 era: Modeling the pedagogical affordance and student interactions. Education and Information Technologies, 27(1), 229-241.

Mei, X. Y., Aas, E., & Medgard, M. (2019). Teachers’ use of digital learning tool for teaching in higher education: Exploring teaching practice and sharing culture. Journal of Applied Research in Higher Education, 11(3), 522-537.

Oppong, E., Shore, B. M., & Muis, K. R. (2019). Clarifying the connections among giftedness, metacognition, self-regulation, and self-regulated learning: Implications for theory and practice. Gifted Child Quarterly, 63(2), 102-119.

Poultsakis, S., Papadakis, S., Kalogiannakis, M., & Psycharis, S. (2021). The management of digital learning objects of natural sciences and digital experiment simulation tools by teachers. Advances in Mobile Learning Educational Research, 1(2), 58-71.

Putri, M. R., Farhan, A. A., & Hanif, S. M. (2024). Use of metaverse as innovation into educational technology to drive curriculum progress. Hipkin Journal of Educational Research, 1(1), 25-36.

Rahayu, N.W., Ferdiana,R., Kusumawardani, S.S. (2022). A systematic review of ontology use in E-Learning recommender system. Computer and Education: Artificial Intelligence, 3, 1-16.

Rewara, N., Faridah, N. A., & Wijay, T. T. (2024). Inhibiting factors of metaverse adoption in Indonesian education: A literature review. Hipkin Journal of Educational Research, 1(1), 75-86.

Shemy, N. (2021). Developing a digital knowledge platform based on educational and technical standards to design auto-produced e-learning objects in sultanate of Oman. المجلة الدولیة للمناهج والتربیة التکنولوجیة, 5(6), 1-22.

Sotirova, E. M. (2020). Primary school teacher’s practices and student’s mental representations: The learning objects option. European Journal of Open Education and E-learning Studies, 5(2), 91-101.

Supriati, R., Dewi, E. R., Supriyanti, D., & Azizah, N. (2022). Implementation framework for Merdeka Belajar Kampus Merdeka (MBKM) in higher education academic activities. IAIC Transactions on Sustainable Digital Innovation (ITSDI), 3(2), 150-161.

Wang, A. Y., Fuchs, L. S., Fuchs, D., Gilbert, J. K., Krowka, S., & Abramson, R. (2019). Embedding self-regulation instruction within fractions intervention for third graders with Mathematics difficulties. Journal of Learning Disabilities, 52(4), 337-348.

Watson, J. (2010). A case study: Developing learning objects with an explicit learning design. Electronic Journal of e-Learning, 8(1), 41-50.

Winarto, W., Syahid, A., & Saguni, F. (2020). Effectiveness the use of audio-visual media in teaching Islamic religious education. International Journal of Contemporary Islamic Education, 2(1), 81-107.

Wong, T. L., Xie, H., Zou, D., Wang, F. L., Tang, J. K. T., Kong, A., & Kwan, R. (2020). How to facilitate self-regulated learning? A case study on open educational resources. Journal of Computers in Education, 7, 51-77.

Yavuzalp, N., & Bahcivan, E. (2021). A structural equation modeling analysis of relationships among university students’ readiness for e-learning, self-regulation skills, satisfaction, and academic achievement. Research and Practice in Technology Enhanced Learning, 16(1), 1-17.




DOI: https://doi.org/10.17509/jik.v21i2.62688

Refbacks

  • There are currently no refbacks.


Copyright (c) 2024 Nadia Hanoum, Ahmad Fajar Fadlillah, Dadang Sukirman, Cepi Riyana

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.


Inovasi Kurikulum
Published by Himpunan Pengembang Kurikulum Indonesia (HIPKIN)
in collaboration with Curriculum Development Study Program
Faculty of Education - Universitas Pendidikan Indonesia
Gedung FIP UPI Lt. 9 Jl. Dr. Setiabudhi Bandung 40154


Indexed By:

SINTA   GARUDA   Crossref      DOAJ DIMENSIONS BASE   ROAD

Google Scholar

Google Scholar p. ISSN 1829-6750 | Google Scholar e. ISSN 2798-1363