DIGITAL DIDACTICS

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 Learning Outcome:

Upon completion of this learning activity, I will be able to demonstrate mastery of digital didactics by designing and presenting authentic e-didactic materials that align with the required level of competence. I will also be able to critically and purposefully integrate digital resources into my teaching practice and clearly justify the alignment between the selected digital tools and the intended learning objectives.



Based on these three bodies of literature, I have implemented digital learning processes by utilizing several platforms, including WhatsApp Groups, Google Classroom, YouTube, and various online quiz-based platforms. Therefore, I have concluded that my current level of competence can be classified as advanced. As an educator, possessing advanced competencies in digital didactics has become increasingly essential in the contemporary educational context. Consequently, I strive to maintain a strong sense of curiosity and to continuously update my knowledge and skills in relation to developments in digitalization. This commitment contributes to the enhancement of creativity among both lecturers and students in the digital domain, while also supporting a learning process that is more efficient, engaging, and effective.


THE VIRTUAL LEARNING ENVIRONMENT

Online (virtual) learning methods have become increasingly prevalent since the pandemic, accompanied by rapid developments in digital learning platforms. This situation has challenged educators to think critically and creatively in order to continue delivering high-quality education for students. However, as the pandemic has ended, the use of online learning methods should not be discontinued. On the contrary, it is essential to further enhance creativity in implementing blended learning approaches, enabling students to engage more actively with technology and develop their digital competencies. Below are some teachings and learning processes that I have carried out using technology.

  1. WhatsApp Group
    Virtual learning was initiated by establishing a WhatsApp group with the students. The primary purpose of creating this group was to facilitate effective coordination related to learning activities. In practice, the use of the WhatsApp group proved to be highly beneficial, as it simplified communication and coordination for both lecturers and students. Through this platform, we exchanged messages, greeted one another, and shared photographs documenting learning activities. This approach contributed to closer engagement and strengthened interaction between lecturers and students.


  2. Google Classroom
    I used this platform to collect student assignments and to provide feedback on the work submitted. This platform was highly effective in enabling me to manage all student assignment data in a single system, thereby improving efficiency and saving time during the review process.




  3. Zoom Meeting and Google Meet
    In distance learning, I also utilize platforms such as Google Meet and Zoom to conduct guidance and consultation sessions with students. Both platforms are highly beneficial, particularly for facilitating discussions on topics that students have not yet fully understood. In addition, these platforms effectively support the implementation of the teaching and learning process in a distance learning context.





  4. Quiz Platform (Wayground)
    Both platforms are highly effective, particularly in facilitating discussions when certain topics are not yet fully understood by students. Moreover, they strongly support the implementation of distance teaching and learning processes. In addition, I utilize one digital platform to deliver interactive quizzes for students. The purpose of this activity is to capture students’ attention, create an enjoyable learning atmosphere, and review previously delivered materials through the effective use of technology. The activity is conducted by activating the game feature through the administrator (lecturer). Students then join the quiz using a laptop or mobile phone connected to the internet. The questions are displayed on the administrator’s screen and projected via an LCD so that all students can view them simultaneously. Students are required to select the correct answer, and the winner is determined by accuracy and response speed. A reward system is applied for the top three students, in the form of additional points contributing to their class participation score.





  5. Learning Video on YouTube
    In addition, producing learning videos is one of my teaching innovations aimed at enabling students to revisit and reinforce the material that has been presented. This initiative also challenges me to develop my skills as a video creator, particularly in organizing content and scripting action-based videos in a structured manner, so that students can clearly understand and effectively practice the demonstrated procedures.






Bibliography

Boelens, R., De Wever, B., & Voet, M. (2021). Four key challenges to the design of blended learning: A systematic literature review. Educational Research Review, 22, 1–18. https://doi.org/10.1016/j.edurev.2017.06.001

Bond, M., Bedenlier, S., Marín, V. I., & Händel, M. (2021). Emergency remote teaching in higher education: Mapping the first global online semester. International Journal of Educational Technology in Higher Education, 18(1), 1–24. https://doi.org/10.1186/s41239-021-00282-x

Hrastinski, S. (2021). What do we mean by blended learning? TechTrends, 65(5), 564–569. https://doi.org/10.1007/s11528-021-00575-5

Kohnke, L., & Moorhouse, B. L. (2021). Facilitating synchronous online language learning through Zoom. REL C Journal, 52(2), 1–6. https://doi.org/10.1177/0033688220937235

Mpungose, C. B. (2021). Lecturers’ reflections on the use of Zoom video conferencing technology for e-learning at a South African university. International Journal of African Higher Education, 8(1), 159–178.

Rasheed, R. A., Kamsin, A., & Abdullah, N. A. (2021). Challenges in the online component of blended learning: A systematic review. Computers & Education, 144, 103701. https://doi.org/10.1016/j.compedu.2019.103701

Trust, T., Whalen, J., & Brown, S. (2022). Should teachers still use social media for professional learning after the pandemic? Educational Technology Research and Development, 70(1), 1–6. https://doi.org/10.1007/s11423-021-10052-2

Wahyuni, S., Gusti, A. R., & Puspitasari, D. (2021). The use of WhatsApp group as a learning medium in higher education during the COVID-19 pandemic. Journal of Education and Learning (EduLearn), 15(4), 485–492. https://doi.org/10.11591/edulearn.v15i4.20376

Zainuddin, Z., Shujahat, M., Haruna, H., & Chu, S. K. W. (2021). The role of gamified e-quizzes on student learning and engagement: An interactive learning perspective. Computers & Education, 169, 104205. https://doi.org/10.1016/j.compedu.2021.104205

Zhang, D., Zhou, L., Briggs, R. O., & Nunamaker, J. F. (2021). Instructional video in e-learning: Assessing the impact of interactive video on learning effectiveness. Information & Management, 58(5), 103443. https://doi.org/10.1016/j.im.2020.103443





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