Abstract
The purposes of this research are to investigate the needs and expectations from primary teachers of having a digital student agenda and develop a suggested model to be used during home-based learning. Open-ended questionnaire was distributed to primary teachers in a private Christian school located in Tangerang and an interview was done with the head of academic coordinator as well as with the primary curriculum coordinator to collect data. At the same time, a digital student agenda model was constructed, considering its possibilities to cover affective and spiritual aspects that allow more holistic development in the primary students lives assisted by their parents. A research and development research method was used to produce a suggested model of a digital student agenda. The results show that both primary teachers and the academic coordinator agree to have a digital student agenda that promotes more communication between teachers and parents. It is recommended this preliminary research is followed by a micro and macro-scale testing to ensure its reliability and further expanded use.
Highlights
Online learning can be broadly defined as an educational process experienced by using the internet for teaching and learning (Singh & Thurman, 2019)
Pandemic conditions that are still ongoing until now triggered the holding of online learning
The closure of schools causes students to experience home-based learning (HBL) where they study at home
Summary
Online learning can be broadly defined as an educational process experienced by using the internet for teaching and learning (Singh & Thurman, 2019). Digital communication as part of digital learning is about how those stakeholders work together to create mindful and purposeful collaboration (Bessette, 2020) This situation leads to the fact that parental engagement will potentially support the running of the HBL. Stevens & Borup (2015) pointed out the framework of the parents’ role to nurture, motivate, instruct, and monitor their children in the context of HBL This argument is supported by Waters & Leong (2014), who stated that parents can act as organizers who plan student work schedules and gather necessary resources. Recent studies tend to focus on concerning the importance of digital interaction and communication in HBL during the pandemic, mostly in the learning area between students and teachers (Kerimbayev et al, 2020; Fahmi, 2020; Angelone et al, 2020).
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