Teaching listening with e-learning model to promote students’ learning independence

Authors

  • Erly Wahyuni Universitas Muhammadiyah Malang
  • Hartono

DOI:

https://doi.org/10.51773/ajeb.v2i2.157

Keywords:

a/synchoronous, e-learning, independent, interpreative, listening

Abstract

This research aims at promoting the students’ independent learning by analyzing the lecturer's ways of implementing e-learning activities in listening class and knowing the students' responses to the model. The research uses a mix-method approach; descriptive quantitative and qualitative design. The instruments used to collect the data are interviews, observation and questionnaires. The research showed that the lecturer assigns the activities to build students' independent learning with e-learning models 60% of course time in synchronous and 40% for asynchronous activities provided with interesting digitalized materials, assignments, quizzes, discussion, guidance and evaluation. The implementation of those models has been effective in supporting and enabling learners to become self-directed in their learning experiences and to have more autonomy and control over their learning. Although the use of the models has weaknesses, however, the students’ responses to this learning model lead to a positive response.

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Published

2022-10-15

How to Cite

Erly Wahyuni, & Hartono. (2022). Teaching listening with e-learning model to promote students’ learning independence. AMCA Journal of Education and Behavioral Change, 2(2), 64–70. https://doi.org/10.51773/ajeb.v2i2.157