Fully Online E-Learning Model Development as an Online Learning Model during the Covid-19 Pandemic (Published)
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).
Citation: Komang Sugiarta, Cening Ardina, Komang Wiratama,(2022) Fully Online E-Learning Model Development as an Online Learning Model during the Covid-19 Pandemic, International Journal of Education, Learning and Development, Vol. 10, No.1, pp.16-23
Integrated Management System Implementation in SMEs: A Proposed model for Organisational Performance and Sustainability (Published)
Management systems are important for any organization especially to small and medium enterprises (SMEs) that face limitations in areas that larger firms have stability. One of the approaches to overcome these challenges and maintain business growth is implementing and following an integrated management system (IMS), as a model for improving the organizational performance and to maintain sustainable growth in a business. SMEs are global leaders in providing employment opportunities – around 60-70 % in developed economies and 99% of all business in OECD countries, hence sustaining them and enhancing their performance in the business market over larger firms is critical to retain employment opportunities in the future. IMS provides internal and external benefits, especially being more feasible and appropriate for SMEs by increasing competitiveness, stability in business, effective resources management and resilience during market challenges. However, it’s important to focus on the specific characteristics and factors that determine SMEs effective implementation of IMS. To overcome the various barriers limiting their business growth and organizational performance, the proposed conceptional model developed through this research study in conjunction with the associated factors would enable SMEs to effectively implement IMS to achieve organizational performance and sustainability. SMEs in order to maintain a competitive nature in the emerging business markets must adopt different strategies and mechanisms to address the challenges in technology and innovation, which are the prime impacting factors that define a clear road map for sustainable growth.
This paper reviews skills teaching in ESL classroom which can be discrete or integrated. It includes a brief history of discrete skills teaching according to different methods of English language teaching, and the shift towards integrated approach in more recent years. The researcher also analyses the classroom implications of discrete and integrated skills teaching in order to find out which one is more successful in ESL classroom. Therefore, the purpose of this article is firstly, to evaluate the methodological approaches towards skills teaching; secondly,to explore discrete skills approach in class; thirdly, to analyse integration of skills to make a learner a competent user of language; and finally, to propose the various ways of integration and recommend the teachers for the successful development of the integration of language skills