ICARE Approach for Designing Online Learning Module Based on LMS

I Kadek Suartama,Dewa Gede Hendra Divayana,Muhammad Yunus,Luh Putu Putrini Mahadewi

doi:10.18178/ijiet.2022.12.4.1619

I Kadek Suartama, Dewa Gede Hendra Divayana + Show 2 more

Open Access

https://doi.org/10.18178/ijiet.2022.12.4.1619

Copy DOI

Abstract

Online learning started with the emergence of internet technology and has been increasingly used during the COVID-19 pandemic. However, it has raised many problems, such as limitations in presenting material (monotonous and uninteresting), building activeness and difficulty creating interaction between lecturers and students and between students. Moreover, online learning is more stressful than regular classroom sessions because students have to study alone. The absence of clearly structured learning steps also makes it difficult for them to focus. Therefore, this research aims to develop an independent online learning module with a structured and systematic flow called Introduce, Connect, Apply, Reflect and Extend (ICARE) based on the Learning Management System. Furthermore, it determines the eligibility of the module using a Research and Development (R&D) for Education design involving Analysis, Design, Development, Implementation and Evaluation. All stages resulted in an eligible online module with an LMS-based ICARE flow in the Learning Media course.

Highlights

Learning systems worldwide, including in Indonesia, were forced to change completely during the Covid-19 pandemic
Most lecturers and students are not ready for online learning because they are unfamiliar with its technology and strategies [8]
Irfan et al [9] stated that the challenges faced in online learning include limitations in material presentation, building activeness and difficulty creating interaction between lecturers and students and among students

Summary

Introduction

Learning systems worldwide, including in Indonesia, were forced to change completely during the Covid-19 pandemic. Certain schools, colleges and training institutions rarely conducted online learning [1], [2]. This changed during the pandemic because schools and universities have implemented many online-based learning policies [3], [4]. This is a quick response to minimise the Covid-19 transmission. Online learning is practical and flexible because it is conducted anywhere [5]–[7]. It causes many unique problems for lecturers and students during the pandemic. Most lecturers and students are not ready for online learning because they are unfamiliar with its technology and strategies [8].

Objectives

Results

Conclusion