Immigrant Digital Lecturer Communication Strategy In The Online Teaching Process In The Fields Of Science And Technology At The University Of North Sumatra

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Communication Strategy for Digital Immigrant Lecturers in Online Teaching in Science and Technology: Case Study at the University of North Sumatra

Introduction

The rapid development of information and communication technology (ICT) has revolutionized the educational landscape, particularly in the fields of science and technology. Online lectures have become a trend, and lecturers, including "digital immigrant" (born before 1980), need to adapt to new teaching methods. This study explores the communication strategy of Digital Immigrant lecturers in online teaching in the University of North Sumatra, as well as obstacles and implementation of their roles in the learning process.

Background

The University of North Sumatra is one of the leading universities in Indonesia, offering various programs in science and technology. With the increasing demand for online learning, the university has implemented online teaching methods to cater to the needs of students. However, the implementation of online teaching poses a challenge for Digital Immigrant lecturers, who were born before 1980 and may not be familiar with technology.

Methodology

This study uses an interpretive qualitative approach with a case study of 6 Digital Immigrant lecturers in the fields of science and technology. The lecturers were selected based on their experience and expertise in online teaching. The study aims to explore the communication strategy used by the lecturers, obstacles faced, and implementation of their roles in the learning process.

Results

The results show that the communication strategy used by the lecturer is divided into three stages:

1. Information Phase:

  • Lecturer builds credibility and shows the mastery of technology in the delivery of material.
  • They use various media, such as photos, videos, and programming languages, to make interesting and informative lecture material.
  • The difference in the level of adaptation to technology among lecturers is a challenge.

2. Phase of Formation of Impressions:

  • The lecturer seeks to build a close relationship with students through attractive communication.
  • They provide motivation, build positive interactions, and show concern for student development.

3. Relationship Development Phase:

  • Lecturers take advantage of their attractiveness to encourage students to actively communicate outside lecture hours, both to discuss academic material and build interpersonal relationships.

Obstacles Faced by Digital Immigrant Lecturers

Despite their efforts, Digital Immigrant lecturers face various obstacles in online teaching:

Technical Barriers:

  • Signal disorders and other technical obstacles are the main obstacles in the smooth running process.

Environmental Barriers:

  • Noise in the work environment and other disturbances can interfere with the focus of both lecturers and students.

Personal Barriers:

  • Limited time of the lecturer to teach online and obstacles in managing time is a factor that needs attention.

Communication Barriers:

  • Lecturers have difficulty in knowing students' understanding of the material presented.

Emotional Barriers:

  • Anxiety in using online applications and discomfort in interacting on digital platforms is an obstacle for several lecturers.

Physical Obstacles:

  • Eye fatigue, forgetting terms, and other physical constraints are side effects of the use of computers for a long time.

Climate Barriers:

  • Bad weather disorders can interfere with internet access and prevent the smooth running process of online learning.

Implementation of Roles by Digital Immigrant Lecturers

Despite the obstacles, Digital Immigrant lecturers play an important role in creating an effective online learning process. The implementation of their role is drawn in several forms:

Mediator:

  • Lecturers use the instant messenger and social media platforms to support student activities.

Initiator:

  • The lecturer actively accompanied the student, did the Breaking_ to eliminate the boredom, and build a more interactive online class atmosphere.

Inspirator:

  • Lecturers provide motivation to students based on personal experience and inspire them to achieve their goals.

Facilitator:

  • The lecturer provides facilities and assistance to assist students in understanding lecture material.

Conclusion

This study provides an overview of the communication strategy of Digital Immigrant lecturers in online teaching in the fields of science and technology at the University of North Sumatra. Digital Immigrant lecturers are able to adapt to technology and carry out their roles effectively, although faced with various obstacles. It is essential to note that the adaptation of Digital Immigrant lecturers to technology needs to be considered along with the rapid development of technology. Educational institutions need to provide adequate support for Digital Immigrant lecturers so that they can continue to adapt and improve the quality of online learning.

Recommendations

Based on the findings of this study, the following recommendations are made:

  • Educational institutions should provide training and support for Digital Immigrant lecturers to improve their technology skills.
  • Lecturers should be encouraged to use various media, such as photos, videos, and programming languages, to make interesting and informative lecture material.
  • Lecturers should be provided with adequate time and resources to manage their online teaching responsibilities.
  • Lecturers should be encouraged to use instant messenger and social media platforms to support student activities.
  • Lecturers should be provided with facilities and assistance to assist students in understanding lecture material.

Limitations of the Study

This study has several limitations, including:

  • The study only focused on Digital Immigrant lecturers in the fields of science and technology at the University of North Sumatra.
  • The study only explored the communication strategy used by the lecturers and obstacles faced, and did not investigate other factors that may influence online teaching.
  • The study only used a case study approach, which may limit the generalizability of the findings.

Future Research Directions

Future research should investigate the following:

  • The impact of technology on the teaching and learning process in online education.
  • The role of Digital Immigrant lecturers in online teaching and their challenges.
  • The effectiveness of training and support programs for Digital Immigrant lecturers.
  • The impact of online teaching on student outcomes and satisfaction.

References

  • [List of references cited in the study]

Appendices

  • [Appendices, including additional data and materials]
    Q&A: Communication Strategy for Digital Immigrant Lecturers in Online Teaching in Science and Technology

Introduction

In our previous article, we explored the communication strategy of Digital Immigrant lecturers in online teaching in the fields of science and technology at the University of North Sumatra. In this Q&A article, we will answer some of the most frequently asked questions about the study and its findings.

Q1: What is a Digital Immigrant lecturer?

A1: A Digital Immigrant lecturer is a lecturer who was born before 1980 and is not familiar with technology. They may have learned to use technology in their later years, but they are not as familiar with it as younger lecturers.

Q2: What are the challenges faced by Digital Immigrant lecturers in online teaching?

A2: Digital Immigrant lecturers face various challenges in online teaching, including technical barriers, environmental barriers, personal barriers, communication barriers, emotional barriers, physical obstacles, and climate barriers.

Q3: What is the communication strategy used by Digital Immigrant lecturers in online teaching?

A3: The communication strategy used by Digital Immigrant lecturers in online teaching is divided into three stages: Information Phase, Phase of Formation of Impressions, and Relationship Development Phase.

Q4: What is the Information Phase in the communication strategy of Digital Immigrant lecturers?

A4: In the Information Phase, the lecturer builds credibility and shows the mastery of technology in the delivery of material. They use various media, such as photos, videos, and programming languages, to make interesting and informative lecture material.

Q5: What is the Phase of Formation of Impressions in the communication strategy of Digital Immigrant lecturers?

A5: In the Phase of Formation of Impressions, the lecturer seeks to build a close relationship with students through attractive communication. They provide motivation, build positive interactions, and show concern for student development.

Q6: What is the Relationship Development Phase in the communication strategy of Digital Immigrant lecturers?

A6: In the Relationship Development Phase, lecturers take advantage of their attractiveness to encourage students to actively communicate outside lecture hours, both to discuss academic material and build interpersonal relationships.

Q7: What are the roles played by Digital Immigrant lecturers in online teaching?

A7: Digital Immigrant lecturers play several roles in online teaching, including mediator, initiator, inspirator, and facilitator.

Q8: What is the mediator role of Digital Immigrant lecturers?

A8: In the mediator role, lecturers use the instant messenger and social media platforms to support student activities.

Q9: What is the initiator role of Digital Immigrant lecturers?

A9: In the initiator role, the lecturer actively accompanies the student, does the Breaking_ to eliminate the boredom, and builds a more interactive online class atmosphere.

Q10: What is the inspirator role of Digital Immigrant lecturers?

A10: In the inspirator role, lecturers provide motivation to students based on personal experience and inspire them to achieve their goals.

Q11: What is the facilitator role of Digital Immigrant lecturers?

A11: In the facilitator role, the lecturer provides facilities and assistance to assist students in understanding lecture material.

Q12: What are the recommendations for Digital Immigrant lecturers in online teaching?

A12: The recommendations for Digital Immigrant lecturers in online teaching include providing training and support to improve their technology skills, using various media to make interesting and informative lecture material, and providing adequate time and resources to manage their online teaching responsibilities.

Q13: What are the limitations of the study?

A13: The study has several limitations, including the focus on Digital Immigrant lecturers in the fields of science and technology at the University of North Sumatra, the exploration of only the communication strategy used by the lecturers and obstacles faced, and the use of a case study approach.

Q14: What are the future research directions?

A14: The future research directions include investigating the impact of technology on the teaching and learning process in online education, the role of Digital Immigrant lecturers in online teaching and their challenges, the effectiveness of training and support programs for Digital Immigrant lecturers, and the impact of online teaching on student outcomes and satisfaction.

Conclusion

In this Q&A article, we have answered some of the most frequently asked questions about the study and its findings. We hope that this article has provided valuable insights and information for lecturers, educators, and researchers interested in online teaching and Digital Immigrant lecturers.