PELATIHAN STRATEGI KOMUNIKASI DALAM PEMBELAJARAN ASINKRON UNTUK TUTOR DI LINE COURSE
Keywords:
Strategi Komunikasi, Teacher Clarity & Asinkron
Abstract
kegiatan pengabdian ini bertujuan untuk 1) melakukan bimbingan pengetahuan dan memberikan pemahaman para tutor terkait pentingnya strategi komunikasi dan langkah-langkahnya, 2) memberikan pendampingan saat menerapkan strategi komunikasi untuk menjelaskan materi dalam pembelajaran online. Subjek kegiatan ini adalah delapan (8) tutor bahasa Inggris dari bimbingan belajar Line Course, mojoagung-Jombang-Jawa Timur. Dari hasil kegiatan pelatihan melalui observasi, sebagian besar peserta dengan prosentase 75% bisa memahami dan menerapkan teori dalam memberikan penjelasan materi. Dari bimbingan pelatihan pengetahuan dan pendampingan praktek, semua peserta memberikan penilaian positif dari kegiatan ini.
References
[1] Hadie, S. N. H et al. (2018). The Teacher Behavior Inventory: Validation of Teacher Behavior in Interactive Lecture Environment. Teacher Development. DOI: https://doi.org/10.1080/13664530.2018.1464504.
[2] Kebritchi, M., Angie L., & Lilia S. (2017). Issues and Challenges for teaching Successful Online Courses in Higher Education: A Literture Review. Journal of Educational Technology. Vol 46, No. 1, DOI: 10.1177/0047239516661713journals.sagepub.com/home/ets.
[3] Mardiana, W., & Afkar T. (2020). EYL Teachers Communication Strategies in Synchronous and asynchronous Online Teaching and Learning. Edukasi: Jurnal Pendidikan dan Pengajaran, 7 (2), 194-210. https://doi.org/10.19109/ejpp.v7i2.6628.
[4] Mazer, J. P. (2013). Associations Among Teacher Communication Behaviors, Student Interest, and Engagement: A Validity Test. Communication Education, 62:1, 86-96, DOI: 10.1080/03634523.2012.731513.
[5] Murray, H.G. (1987). Acquiring Students Feedback That Improves Instruction. New Directions for Teaching and Learning, 32, 85-96.
[6] Perveen, A. (2016). Synchronous and Asynchronous E-Language Learning: A Case Study of Virtual University of Pakistan. Open Praxis. Vol 8 Issue 1.
[7] Powell, Robert G & Dana L Powell. (2010). Classroom Communication and Diversity: Enhancing Instructional Practices. London: Taylor & Francis Group.
[2] Kebritchi, M., Angie L., & Lilia S. (2017). Issues and Challenges for teaching Successful Online Courses in Higher Education: A Literture Review. Journal of Educational Technology. Vol 46, No. 1, DOI: 10.1177/0047239516661713journals.sagepub.com/home/ets.
[3] Mardiana, W., & Afkar T. (2020). EYL Teachers Communication Strategies in Synchronous and asynchronous Online Teaching and Learning. Edukasi: Jurnal Pendidikan dan Pengajaran, 7 (2), 194-210. https://doi.org/10.19109/ejpp.v7i2.6628.
[4] Mazer, J. P. (2013). Associations Among Teacher Communication Behaviors, Student Interest, and Engagement: A Validity Test. Communication Education, 62:1, 86-96, DOI: 10.1080/03634523.2012.731513.
[5] Murray, H.G. (1987). Acquiring Students Feedback That Improves Instruction. New Directions for Teaching and Learning, 32, 85-96.
[6] Perveen, A. (2016). Synchronous and Asynchronous E-Language Learning: A Case Study of Virtual University of Pakistan. Open Praxis. Vol 8 Issue 1.
[7] Powell, Robert G & Dana L Powell. (2010). Classroom Communication and Diversity: Enhancing Instructional Practices. London: Taylor & Francis Group.
Published
2021-05-25
How to Cite
Mardiana, W. (2021). PELATIHAN STRATEGI KOMUNIKASI DALAM PEMBELAJARAN ASINKRON UNTUK TUTOR DI LINE COURSE. E-Amal: Jurnal Pengabdian Kepada Masyarakat, 1(2), 147-158. https://doi.org/10.47492/eamal.v1i2.580
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