Interaction patterns and blended learning activities using the Moodle platform during a pandemic in vocational high school

Abstract

Blended learning with online learning platforms is the main solution recommended by education experts and practitioners during the learning period from home. The main problem during the learning period from home using this online learning platform, educators are more oriented towards assessment activities compared to learning activities, this shows that the ability of educators to choose and determine learning activities is still low, limited to giving assignments and evaluations. The more prominent use of social media in learning activities also shows that the understanding of educators in selecting and determining the relevant interaction patterns is still low. Meanwhile, students expect more direct guidance and interaction from educators in online learning activities. The pattern of interactions and activities of this online learning process needs to be resolved immediately. This study aims to reformulate the various patterns of interaction and online learning activities that exist, in order to obtain the right patterns of interaction and activities to be applied during the learning period from home using the Moodle platform. The method used is a literature review. The resulting interaction and activity patterns consist of 6 components; (1) interaction between educators and students, (2) interaction between students and other students, (3) interaction between students and v-lab, (4) interaction between educators and v-lab, (5) interaction between students with learning materials, (6) educators’ interactions with materials.