Joyful elements implementation on online learning: How it should be?

• Main Authors: Wikara, Bertha, Sutarno, Sutarno, Suranto, Suranto, Sajidan, Sajidan
• Format: Conference Proceeding
• Language: English
• Subjects: Colleges & universities; Distance learning; Outbreaks; Science education; Students; Tactics; Teachers; Teaching methods
• ISSN: 0094-243X; 1551-7616
• DOI: 10.1063/5.0111920

Online learning has been applied all over the world during COVID-19 outbreak. Until today, that kind of learning has been about one and a half year conducted in schools. This paper wanted to reveal how joyful elements had been implemented on online learning during that time. Hence, we can learn some results which would show us how joyful elements should be implemented on online learning. Qualitative-descriptive method was used in this study. A questionnaire, which related to joyful elements on online learning, had been shared to 2nd semester college students of 2 departments (Natural Science and Physics Education) and 3 classes (A, B and C), but only 39 students sent back their answers. The students’ answers based on their experience during online learning in this outbreak time. The data was processed and the result consisted of: 1) Jokes and appealing stories were the most effective online learning tactics (as a note, images and videos presentations had almost the same number of voters), 2) Learning in the form of assignments from teachers or lecturers were the most discouraged thing for them, 3) Oral lecturing was the most proper learning method for them, 4) Relaxed feeling because no need to attend formally in real classes was the most thing they liked. Based on the result, it was concluded that on online learning students need teachers’ or lecturers’ roles greater than when face-to-face learning in order to gain joyful elements during learning. Besides, students actually enjoy their houses as learning classes but hope that independent learning methods implementations (such as assignments) are reduced during learning.