Pros and Cons of Video for Learning Interest in Online Learning Amid Pandemic Covid-19 in University

Yudin Citriadin

doi:10.35445/alishlah.v14i1.1950

Pros and Cons of Video for Learning Interest in Online Learning Amid Pandemic Covid-19 in University

Yudin Citriadin

Abstract

The purpose of this study was to determine the advantages and disadvantages of video for the level of student interest in learning during the covid-19 pandemic. The COVID-19 pandemic has presented many challenges for lecturers in conducting online learning processes. This means that educators must be able to provide appropriate technology applications so that they can build student interest in learning. The research method uses descriptive qualitative. Data were collected through observation, documents, and interviews. The participants involved are lecturers and students. Data analysis consists of data reduction, data presentation, conclusion drawing and triangulation. The results of the study concluded that video has many advantages in online learning so that it can affect student learning interest in understanding the material compared to without video. Students feel they can study the material anytime at home. However, the shortcomings found are internet network constraints and the creativity of the lecturer in designing videos has not been maximized.

Keywords

Interest, Learning, University, Video

Full Text:

PDF

References

Baber, H. (2020). Determinants of students’ perceived learning outcome and satisfaction in online learning during the pandemic of COVID19. Journal of Education and E-Learning Research, 7(3), 285–292. https://doi.org/10.20448/JOURNAL.509.2020.73.285.292

Bravo, E., Amante, B., Simo, P., Enache, M., & Fernandez, V. (2011). Video as a new teaching tool to increase student motivation. 2011 IEEE Global Engineering Education Conference, EDUCON 2011, 638–642. https://doi.org/10.1109/EDUCON.2011.5773205

Brevik, L. M., Gudmundsdottir, G. B., Lund, A., & Strømme, T. A. (2019). Transformative agency in teacher education: Fostering professional digital competence. Teaching and Teacher Education, 86, 102875. https://doi.org/10.1016/j.tate.2019.07.005

Creswell, J. W. (2012). Research, educational planning, conducting, and evaluating quantitative and qualitative research. London & New York: Pearson Education.

Fadillah, I. N., & Maryanti, R. (2021). Application of Learning Videos and Quizizz in Increasing Students Interest in Learning English in Middle Schools. Indonesian Journal of Multidiciplinary Research, 1(2), 329–336. Retrieved from https://ejournal.upi.edu/index.php/IJOMR/article/view/37853

Fajri, Z., Baharun, H., Muali, C., Shofiatun, Farida, L., & Wahyuningtiyas, Y. (2021). Student’s Learning Motivation and Interest; The Effectiveness of Online Learning during COVID-19 Pandemic. Journal of Physics: Conference Series, 1899(1), 012178. https://doi.org/10.1088/1742-6596/1899/1/012178

Guggemos, J., & Seufert, S. (2021). Teaching with and teaching about technology – Evidence for professional development of in-service teachers. Computers in Human Behavior, 115, 106613. https://doi.org/10.1016/j.chb.2020.106613

Hakim, M. S. H. I. (2020). Implementasi Kolaborasi Orang Tua dan Guru Dalam Pelaksanaan Pembelajaran Daring pada PAUD. JIEES : Journal of Islamic Education at Elementary School, 1(1), 26–33. https://doi.org/10.47400/JIEES.V1I1.8

Hampel, R. (2012). The use of videoconferencing to support multimodal interaction in an online language classroom. ReCALL, 24(2), 116–137. https://doi.org/10.1017/S095834401200002X

Harackiewicz, J. M., Smith, J. L., & Priniski, S. J. (2016). Interest Matters: The Importance of Promoting Interest in Education. Policy Insights from the Behavioral and Brain Sciences, 3(2), 220–227. https://doi.org/10.1177/2372732216655542

Horbal, A. (2018). Instructor Use of Educational Streaming Video Resources. The Journal of Academic Librarianship, 44(2), 179–189. https://doi.org/10.1016/J.ACALIB.2018.02.009

Irawan, A., Ruslan, D., & Simare mare, A. (2019). The Effects of Learning Models of Discovery Learning and Learning Interest on Social Science Learning Outcomes in Grade VII of Junior High School of Al-Azhar Medan. Budapest International Research and Critics in Linguistics and Education (BirLE) Journal, 2(3), 74–85. https://doi.org/10.33258/birle.v2i3.356

Lyons, A., Reysen, S., & Pierce, L. (2012). Video lecture format, student technological efficacy, and social presence in online courses. Computers in Human Behavior, 28(1), 181–186. https://doi.org/10.1016/J.CHB.2011.08.025

Mali, D., & Lim, H. (2021). How do students perceive face-to-face/blended learning as a result of the Covid-19 pandemic? The International Journal of Management Education, 19(3), 100552. https://doi.org/10.1016/J.IJME.2021.100552

Miles, M. B., & Huberman, A. M. (1994). Qualitative Data Analysis; An Expanded Sourcebook. New Delhi: Sage Publication.

Moawad, R. A. (2020). Online Learning during the COVID- 19 Pandemic and Academic Stress in University Students. Revista Romaneasca Pentru Educatie Multidimensionala, 12(1Sup2), 100–107. https://doi.org/10.18662/RREM/12.1SUP2/252

Mukhtar, K., Javed, K., Arooj, M., & Sethi, A. (2020). Advantages, limitations and recommendations for online learning during covid-19 pandemic era. Pakistan Journal of Medical Sciences, 36(COVID19-S4), S27–S31. https://doi.org/10.12669/PJMS.36.COVID19-S4.2785

Rambousek, V., Štípek, J., & Vaňková, P. (2016). Contents of Digital Literacy from the Perspective of Teachers and Pupils. Procedia - Social and Behavioral Sciences, 217, 354–362. https://doi.org/10.1016/j.sbspro.2016.02.101

Ru’iya, S., Kistoro, H. C. A., Sutarman, S., & Maulana, L. A. (2021). The effort to increase the students’ interest in learning during the Covid-19 pandemic through comic media. Community Empowerment, 6(6), 1021–1028. https://doi.org/10.31603/CE.4914

Sutarto, S., Sari, D. P., & Fathurrochman, I. (2020). Teacher strategies in online learning to increase students’ interest in learning during COVID-19 pandemic. Jurnal Konseling Dan Pendidikan, 8(3), 129–137. https://doi.org/10.29210/147800

Tartavulea, C. V., Albu, C. N., Albu, N., Dieaconescu, R. I., & Petre, S. (2020). Online teaching practices and the effectiveness of the educational process in the wake of the Covid-19 pandemic. Amfiteatru Economic, 22(55), 920–936. https://doi.org/10.24818/EA/2020/55/920

Ting, Y. L. (2015). Tapping into students’ digital literacy and designing negotiated learning to promote learner autonomy. Internet and Higher Education, 26, 25–32. https://doi.org/10.1016/j.iheduc.2015.04.004

Utami, S., & Nur, J. (2021). An Analysis of Students’ Reading Interest during Learning From Home amidst the Covid-19 Pandemic. IJEE (Indonesian Journal of English Education), 1(1), 140–155. https://doi.org/10.15408/IJEE.V1I1.17157

Yulianingsih, W., Suhanadji, S., Nugroho, R., & Mustakim, M. (2020). Keterlibatan Orangtua dalam Pendampingan Belajar Anak selama Masa Pandemi Covid-19. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 5(2), 1138–1150. https://doi.org/10.31004/OBSESI.V5I2.740

DOI: https://doi.org/10.35445/alishlah.v14i1.1950