Navigating the HyFlex Horizon: Uncovering Successes and Hurdles in HyFlex Undergraduate Education

Since the beginning of 2020, the COVID-19 pandemic has hit the world which has resulted in changes in the offline learning model that was commonly applied before the COVID-19 pandemic, into an online learning model or distance learning (PJJ).This change certainly requires adaptation for both teachers and students, including in learning Japanese characters.The purpose of this study is to qualitatively describe how the Japanese language assessment practice was carried out by Japanese language teachers, especially at the Shokyu Hyoki Course which was carried out by the teacher during the covid-19 pandemic.The analyzed practice of assessing learning outcomes were from formative assessment and summative assessment during the covid-19 pandemic.The results showed that there was a change in the form of the assessment implementation, assessment technique, and correction techniques for Japanese alphabet learning outcomes between before and during the covid-19 pandemic.Constraints faced during the implementation of online learning outcomes assessment are the internet network that is less supportive and students' honesty in taking the test.The solution is to ensure the availability of the internet network during the online assessment of learning outcomes and apply a strict time limit during the online assessment and require students to activate the zoom camera/google meet during the test.

Pandemic COVID-19 has shifted education from face-to-face teaching to online-based distance learning. Educators must prepare strategic steps in responding to this transition to achieve learning objectives. To implement an online learning system, learning strategies and models that meet online learning demands must be made. For this reason, this study aims to analyze the online learning model in the era and post-pandemic COVID-19. Literature research methods are used in this study. Data sources were obtained by collecting relevant literature such as books, journals or scientific articles related to the topic: (i) Pandemic COVID-19; (ii) learning model; and (iii) online learning—analysis technique using content analysis. The results showed four appropriate learning models used in the online learning process: ICT -based learning models, problem-based learning models, blended learning models, and module-based learning models. The four learning models can support a distance learning system, increase student independence, improve digitalization skills and discipline, and increase student collaboration.

BackgroundParticipatory Design (PD), albeit an established approach in User-Centered Design, comes with specific challenges when working with older adults as research participants. Addressing these challenges relates to the reflection and negotiation of the positionalities of the researchers and research participants and includes various acts of giving and receiving help. During the COVID-19 pandemic, facets of positionalities and (mutual) care became particularly evident in qualitative and participatory research settings.ObjectiveThe aim of this paper was to systematically analyze care practices of participatory (design) research, which are to different extents practices of the latter. Using a multiyear PD project with older people that had to take place remotely over many months, we specify different practices of care; how they relate to collaborative work in the design project; and represent foundational practices for sustainable, long-term co-design. Our research questions were “How can digitally-mediated PD work during COVID-19 and can we understand such digital PD as ‘care’?”MethodsOur data comes from the Joint Programming Initiative “More Years, Better Lives” (JPI MYBL), a European Union project that aims to promote digital literacy and technology appropriation among older adults in domestic settings. It targeted the cocreation, by older adults and university researchers, of a mobile demo kit website with cocreated resources, aimed at improving the understanding of use options of digital tools. Through a series of workshops, a range of current IT products was explored by a group of 21 older adults, which served as the basis for joint cocreative work on generating design ideas and prototypes. We reflect on the PD process and examine how the actors enact and manifest care.ResultsThe use of digital technology allowed the participatory project to continue during the COVID-19 pandemic and accentuated the digital skills of older adults and the improvement of digital literacy as part of “care.” We provide empirically based evidence of PD with older adults developing digital literacy and sensitizing concepts, based on the notion of care by Tronto for differentiating aspects and processes of care. The data suggest that it is not enough to focus solely on the technologies and how they are used; it is also necessary to focus on the social structures in which help is available and in which technologies offer opportunities to do care work.ConclusionsWe document that the cocreation of different digital media tools can be used to provide a community with mutual care. Our study demonstrates how research participants effectively enact different forms of care and how such “care” is a necessary basis for a genuinely participatory approach, which became especially meaningful as a form of support during COVID-19. We reflect on how notions of “care” and “caring” that were central to the pandemic response are also central to PD.

This study aims to compare the learning outcomes of physics taught using face-to-face learning models with online learning models at Islamic Senior High School 2 Palu City in the academic year of 2021/2022. In this study, the X1 variable consists of the face-to-face model, the X2 variable is the online learning model, and the Y variable consists of the results of learning Physics. This study used quantitative research with comparative analysis techniques. The subject of the research was students of X IPA 1 at Islamic Senior High School 2 Palu, which is totaling 25 students. Data collection was carried out using student learning outcomes tests, observation, and documentation. The method used for the analysis of hypothesis testing is the paired sample t-test. Descriptive, normality, and homogeneity tests were used for data analysis. The results showed that there were significant differences in the learning outcomes of Physics subjects between face-to-face learning and the online learning model for class X IPA1 Islamic Senior High School 2 Palu in the academic year of 2021/2022. The results of the descriptive analysis calculation show that there is a difference between the Physics Learning Outcomes Taught Using the Face-to-Face Learning Model and the Online Learning Model in class X IPA1 in the academic year 2021/2022. This shows that the face-to-face learning model is more effective than the online learning model in physics subjects.

Learning outcomes is a key concept in the design of e-learning system usage in Technical and Vocational Education and Training (TVET). The COVID-19 pandemic has introduced uncertainty into major aspects disrupting the education sector landscape limiting students' ability to access learning across the country, which greatly affected their learning outcomes. In response to the Covid-19 pandemic, there are significant shifts towards e-learning usage across the education sector to enhance trainee equality, inclusivity, transferability and recognition of qualifications at different levels to achieve better future learning outcomes. Therefore, the paper focuses on the learning outcomes of the usage of e-learning systems in TVET during COVID-19 Pandemic with an objective to establish the trainee's learning outcomes in the e-learning system adoption and use in the TVET system. A case study of Kenya Technical Trainers College (KTTC) was adopted with the target population of 118 school-based advanced diploma technical teacher business education trainees. The objective of the study was to determine the trainee's learning outcomes from e-learning system adoption and use in enhancing trainee equality and inclusivity in the TVET system in the era of a COVID 19 pandemic. The study employed a descriptive survey design. Questionnaire as the primary data collection instrument was employed to a sample of 91 school-based advanced diploma technical teacher business education trainees, analyzed quantitatively and qualitatively, and presented using frequencies in tabular form. The study found out that while trainees appreciated learning that leveraged appropriate e-learning technologies as certainly desirable, it did not necessarily affect trainees learning outcomes. The study concluded that learning assistance outcomes and academic performance outcomes are not certainly influenced by e-learning system adoption and use in the TVET system. The study recommended that the increased usage of e-learning systems might not lead to more effective learning outcomes, thus, efforts should be put into designing courses utilizing e-learning systems so that the trainees can learn effectively to achieve their learning outcomes.

This study aimed to examine the implementation of quarantine in terms of the online learning model in improving civic responsibility as a solution during the Covid-19 pandemic in Indonesia. This study's subject was 47 students (17 males and 30 females) at the Department of Teacher and Primary Education Universitas Ahmad Dahlan, Yogyakarta, which was processing Citizenship Education in the academic year 2019/2020. The researchers collected the data from students and lecturers through observation, interviews, and documentation study. The technique of data analysis was performed through descriptive qualitative analysis. The study results indicated that the online learning model at the Department of Teacher and Primary Education Ahmad Dahlan University in 2019/2020 could improve students' civic responsibility. The data have shown that civic responsibility consisted of 97 % social participation, 76 % social advocacy, and 79 % citizenship participation. This study could finally conclude that online learning model could improve civic responsibility as a solution during the Covid-19 pandemic in Indonesia and tended to be an alternative and effective model in rare situations. This research can be used as input in increasing civic responsibility as a solution during a pandemic in Indonesia.

his study aims to determine the effectiveness of the implementation of online learning on dynamic electricity topics carried out in junior high schools during the Covid-19 pandemic. Effectiveness is seen from the completeness of learning outcomes, obstacles faced during learning, and student responses to online learning. The research method used in this research is quantitative descriptive with one group pre-test post-test design. The sample used in this study were 64 junior high school students in one of the state junior high schools in Lamongan Regency, East Java. The results of the research obtained were that the average completeness of student learning on dynamic electricity material with an online learning model was very low (below the minimum completeness standards), analysis of the N-Gain value gets a value of 0.23 and is categorized as low. Statistical analysis with the help of SPSS 22 shows that the sample is normally distributed and hypothesis testing shows that online learning has no effect on increasing the value of student learning outcomes. There were many obstacles during the online learning process even though solutions had been given but there were not resolved properly, one of the obstacles was the need real lab. Student response to online learning is quite positive 63%. The conclusion of this study is that online learning is not effective enough to be used at the junior high school level and improvements are still needed in terms of facilities and infrastructure.

This paper presents both a conceptual and empirical investigation of teaching and learning in online courses. Employing both the Community of Inquiry framework (CoI) and the Structure of Observed Learning Outcomes (SOLO) taxonomy, two complete online courses were examined for the quality of both collaborative learning processes and learning outcomes. The study examines evidence beyond learner reported satisfaction and learning, instead measuring both learning inputs and outcomes. Analysis of input includes quantitative content analysis of discussions using the CoI framework. Analysis of outcomes looks at both the quality of student learning artifacts such as case studies using the SOLO taxonomy as well as instructor‐assigned grades of specific related assignments. Results suggest that understanding of online instructional effort, processes, and learning outcomes can be improved through this more comprehensive, conceptually driven approach.

This study aims to determine the direct influence of teacher competence and online learning model on students’ learning effectiveness. It employs a survey method by applying a questionnaire. In addition, data analysis uses descriptive and inferential analysis with path analysis. The population in this study is the whole students at Grade VIII of State Junior High School throughout Telaga Subdistrict, Gorontalo Regency, in the amount of 158 students. At the same time, the samples are 88 students taken by using a proportionate stratified sampling technique. Research findings reveal that: 1) teacher competence has a direct positive influence on students’ learning effectiveness, 2) online learning model has a direct positive influence on students’ learning effectiveness, 3) teacher competence and online learning model simultaneously influence students’ learning effectiveness. As having been stated previously, the purpose of this study is to find out the influence of teacher competence and online learning model towards students’ learning effectiveness at State Junior High School throughout Telaga Subdistrict, Gorontalo Regency. High-quality education can produce quality and productive human resources so that they can compete in the competitive era of globalization. Importantly, students’ learning outcomes are a benchmark of success in learning the material. Teachers need to evaluate students’ abilities in order to figure out student learning outcomes. In other words, student learning outcomes can be perceptible from the result of the evaluation.

During the Covid-19 pandemic, all teaching and learning activities at educational institutions were requested by the government to be carried out online. Therefore, there are no more learning activities carried out face-to-face in the classroom. This research was conducted to provide an overview of the online learning model in fully online e-learning with the blended learning method. By using this model, students do not need to open many platforms in carrying out learning activities. The innovation target to be achieved is the creation of an integrated online learning model in E-Learning at the Bali State Polytechnic Learning Management System. The method used in this research is development research design, starting from problem identification, model design, expert validation, and model testing. The data collected is qualitative data, namely the results of product quality assessments from experts and student responses. The data was collected by using a questionnaire, documentation, and observation. The results showed that the fully online e-learning model was feasible to be used as an online learning model. This is indicated by the results of the expert's assessment on the material and media aspect of 4 (Good). Likewise, the results of student assessments showed an average score of 4 (Good).

Background: Foundation for Advancement of International Medical Education Research (FAIMER) Regional Institutes have online discussions through the listserv as an integral component of their faculty development programs. Objectives: In this paper we describe our experiences during the PSG FAIMER regional institute (PSG-FRI) online listserv discussion on the topic ‘educational research’ and also how we could leverage some of the adult learning principles during online learning. Materials and Methods: Two hundred and nine emails and twenty-three learning resources were exchanged and shared during the discussion. We could identify the usage of adult learning principles such as active participation, relevant learning, constructive feedback, learning built on previous knowledge and experiences, and learning in a safe non-threatening environment in our model of online learning. Learning outcomes were evident in the form of periodic (weekly) summaries of learning by the participants and a scholarly report on educational research. Results: Two hundred and nine emails and twenty-three learning resources were exchanged and shared during the discussion. We could identify the usage of adult learning principles such as active participation, relevant learning, constructive feedback, learning built on previous knowledge and experiences, and learning in a safe non-threatening environment in our model of online learning. Learning outcomes were evident in the form of periodic (weekly) summaries of learning by the participants and a scholarly report on educational research. Conclusions: The PSG- FRI online discussion paved the way for exploring perspectives, sharing resources and debating and discussing issues pertaining to education research in the non-threatening cyberspace environment.

The Covid-19 pandemic has affected almost every aspect of life in the world, including education. The learning process, which was originally done face-to-face at school is diverted to the home using the online learning model. The inequality of the teacher's ability to utilize technology affects the achievement of this online learning goal. The ability of teachers to conduct online learning depends on knowledge and experience in online teaching before the Covid-19 pandemic. Objective: This study was conducted to expose information related to teachers’ experience toward online learning before the Covid-19 pandemic. Method: The study was carried out by implementing a descriptive quantitative method. The instrument used in this study was questionnaires distributed online using the Google Form application. The data were analyzed through the stages of data reduction, data interpretation, and conclusion drawing. Finding: The results showed that 75% of teachers stated that they already had basic knowledge about online learning before the Covid-19 pandemic. 45.80% of teachers said they obtained information about online learning through school-facilitated training while 16.70% gathered information about online learning before the Covid-19 pandemic from government-facilitated training, and 37.50% obtained information about online learning from independent learning. A total of 54.10% of teachers stated had conducted online learning before the Covid-19 pandemic. However, only 20.80% of them stated that online learning is very effective to be implemented. Conclusion: The readiness of teachers to implement online teaching-learning depends on their knowledge and experience related to online learning. Inadequate teaching training causes the lack of understanding of teachers towards the benefits of supported information technology-based learning media.

Each higher education institution has a choice of learning models to be held, namely face-to-face learning, online learning, and blended learning. Face-to-face and online learning models have advantages and disadvantages in supporting student learning styles. Student learning styles not only represent what students like in learning, but also affect student learning outcomes. So it is not surprising, until now there is still a crossing of opinion in the achievement of learning, face-to-face learning or online learning that provides better results. This study provides an answer solution to learning English, whether face-to-face learning or online learning that is superior in cognitive learning outcomes according to student learning styles. The results of the descriptive analysis in this study concluded that students with auditory and visual learning styles taught with online learning models had higher average learning outcomes compared to students taught with face-to-face learning models; there is no difference in the average value of kinesthetic student learning outcomes between students who are taught by face-to-face learning with students who are taught by online learning; and in general the results of descriptive analysis show that online learning students are more successful in achieving learning outcomes compared to face-to-face learning students in learning English.

This study aims to improve mathematics learning outcomes, especially in learning fractional arithmetic operations in fifth grade students of SD Muhammadiyah 01 Paron, Ngawi Regency. In this study, offline and online learning models or what is often called Blended Learning will be implemented using case study problems. This type of research is descriptive qualitative research, the research subjects are students of class Va and class Vb Muhammadiyah Elementary School 01 Paron, totaling 19 students in class Va and 20 students from class Vb, homeroom teachers of class Va and Vb and the principal of SD Muhammadiyah 01 Paron. The object of the research is the learning outcomes of fifth grade elementary school students, especially in mathematics subjects on the material of arithmetic operations on fractions using blended learning model learning. To test the validity of the instrument in this study using data triangulation. The research data were obtained from observations, interviews and learning outcomes tests. The data obtained were analyzed descriptively quantitatively and descriptively qualitatively. The results show that the average learning outcomes of mathematics using online learning models are still not effective because many students are constrained about mathematical concepts and students' understanding of fractional numbers is still low. With this, blended learning is a learning solution for elementary school students to improve learning outcomes and improve mathematical concepts. The average mathematics learning outcomes of students who are taught using a digital-based blended learning model are 70 while the average value of students who are taught using a conventional model is 57.5, it appears that the overall implementation of the learning process in the experimental class using a digital-based blended learning model is more supportive in mastering the material than in the classroom. control using conventional learning models.

The COVID-19 pandemic that has hit the world has forced governments to take various measures to suppress the transmission of the virus. One of the efforts made by the government in the education sector is learning that is carried out without face to face or done online. This online learning model is a policy issued by the government for the sustainability of learning at all levels of education. SMK as an educational institution that creates work-ready graduates so that it demands a learning model that is able to develop the concept of student skills. In physics learning, especially related to vibrations and waves which are still considered difficult for students. This study aims to analyze the online learning model of the concept of vibration and waves in vocational students during the Covid 19 pandemic. This study uses a qualitative descriptive with the type of library research, where data is collected based on the results of a literature review such as books, journals, magazines, and articles. The results of the study show that the online learning model that is applied still has various kinds of obstacles in the process, especially on vibration and wave material for vocational students who need a learning media to be able to hone their skills.
 
 Key word : Covid 19 Pandemic, e-learning model, SMK