Open AccessStrategy for Implementing Elearning to Achieve Outcome-Based Education
Author(s) -
Muhammad Rozahi Istambul
Publication year - 2021
Publication title -
türk bilgisayar ve matematik eğitimi dergisi
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.218
H-Index - 3
ISSN - 1309-4653
DOI - 10.17762/turcomat.v12i4.572
Subject(s) - process (computing) , meaning (existential) , outcome (game theory) , computer science , value (mathematics) , mathematics education , medical education , psychology , medicine , mathematics , mathematical economics , machine learning , psychotherapist , operating system
Currently, the use of eLearning in education is increasingly playing a role, especially in universities. Thus, it is very important to innovate in designing optimal learning strategies. The meaning of optimization does not only mean that related activities: materials, forums, discussions, assignments, and quizzes that have been delivered by lecturers to students, but outcome-based education (OBE) from the courses delivered can be optimal effectively and efficiently in the learning process. [1]-[2]. As is known in general, universities in Indonesia will conduct lectures for 16 meetings following the implementation of mid-term and end-semester exams, which in the end all activities that have a component of their value will be recapitulated into the final score. This first method cannot be said that students have achieved optimal OBE [3]-[4] because students only carry out the obligations of lecturer assignments every week. In this case, students who have fulfilled their obligations cannot pass the material that has been delivered by the lecturer (pause) to gain additional knowledge, because students do not have the challenge to continue to the next material. This condition occurs because the lecturer next week again provides the material with obligations that must be done by students, and usually the latest topics do not continue the material on the previous topic. Another learning strategy is that the learning process does not have to refer to the completion of the 4-month meeting, but is given the opportunity for students to organize their own learning so that they can immediately reach the intended OBE. Of course, starting with the provision of several materials and targets that must be achieved so that students can creatively manage their own time by solving the problem. The weekly topic contains condensation of several topics that have been designed according to OBE. Furthermore, this study will compare the extent to which OBE optimization can occur in students between the two learning process models carried out by eLearning [5].