Abstract
This study aims (1) to analyze the use of various disruptive community learning resources during the Covid-19 period in terms of characteristics, levels, and types of learning resources used by lecturers in lectures, and (2) to find out the differences in the use of various disruptive community learning resources during the Covid-19 period between fields of science at Universitas Negeri Malang. The research approach used quantitative with an ex post facto design. The respondents of this research were 393 students of Universitas Negeri Malang from eight faculties. The data was collected through a closed questionnaire distributed through the Google Form application technology. Data analysis was performed by using percentage description statistics and different tests of the use of learning resources between the sciences, social humanities, and engineering. The results of the analysis show that (1) the characteristics, levels, and types of disruptive community learning resources in the Covid-19 era used by lecturers in lectures vary widely, (2) there are significant differences in the use of various disruptive community learning resources during the Covid-19 period between science and social humanities students, and engineering.
Highlights
The very rapid presence of information technology has changed people's behaviour in various lives [1]
It should be understood that this study aims to identify and explain the use of disruptive community learning resources during the Covid-19 pandemic in terms of, characteristics, levels, and types of learning resources used in lectures at Universitas Negeri Malang
This study aims to identify and explain the use of disruptive community learning resources during the Covid-19 pandemic in terms of, characteristics, levels, and types of learning resources used in lectures at the State University of Malang
Summary
The very rapid presence of information technology has changed people's behaviour in various lives [1]. The emergence of the Covid-19 pandemic has provided an impetus for accelerating the implementation of new life governances [2]. Lifebased learning is one of the centers of study in lecture management, both in the aspects of planning, implementation, monitoring, and evaluation. In this context, one of the important elements in learning is the use of a variety of learning resources that are adaptive to the disruptive era in the Covid-19 era [3]. The existence of learning resources will provide a foundation for lecturers to explore and develop scientific information [5]. The flow of learning information development departs from the strength of iJIM ‒ Vol 15, No 07, 2021
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