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Abstract
Currently the orientation of higher education in Indonesia has shifted to online-based education. Unfortunately not all universities are ready to implement asynchronous online teaching. The question is whether the developed asynchronous online teaching module can meet the desired quality qualifications. Therefore the objective of this study is to conduct an assessment of the asynchronous online learning module before it is applied to actual learning so that there is no trial and error of the learning module in learning. Three stages of assessment were carried out in this study. This research is a combination of qualitative and quantitative research methods. This study concludes that: Building online instructional of English grammar not only needs to be accompanied by an explanation of the subject matter in English but also accompanied by using the mother tongue language especially if English is as foreign language for the students. Students prefer asynchronous online learning modules along with animated images that represent lecturers presenting teaching material. Most students agree that asynchronous online of English grammar lesson makes it easier for students to understand learning material and achieve good learning outcomes (up to 67%) as well as meets student learning needs. Unfortunately, asynchronous online of English grammar lesson do not raise some students' enthusiasm for learning.
Highlights
Most universities in Indonesia have tried various ways to organize online education in response to the decision of the Ministry of Education and Culture of the Republic of Indonesia regarding the Covid-19 pandemic, which basically recommends that students no longer learn through face-to-face classes but learn from home
The objective of this study is to conduct an assessment of the asynchronous online learning module before it is applied to actual learning so that there is no trial and error of the learning module in learning
Based on the results of the formative assessment carried out on English grammar instructional online learning developed can be drawn as the following main conclusions
Summary
Most universities in Indonesia have tried various ways to organize online education in response to the decision of the Ministry of Education and Culture of the Republic of Indonesia regarding the Covid-19 pandemic, which basically recommends that students no longer learn through face-to-face classes but learn from home. Online education allows students to study from home, but from anywhere via the internet. The form of online education besides synchronous online is asynchronous online learning. The advantage of asynchronous online learning is that students can learn anytime and according to the student's learning pace. Not all universities are ready to implement asynchronous online teaching immediately (Kamal et al, 2020). The question is how about the asynchronous online teaching module, whether it can meet the needs of students who have to study independently at home and meet the qualifications of quality teaching modules. The objective of this study is to conduct an assessment of the asynchronous online learning module before it is applied to actual learning so that there is no trial and error of the learning module in learning. The context of this research is the assessment and development of asynchronous online teaching modules, or Research and Development (R&D) of asynchronous online learning products
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