Flexible Online Lesson Development to Improve Communication Literacy

Abstract

The purpose of this study was to investigate the problems and hurdles of online learning in the SHSS 144 Principles of Communication course, as well as the factors affecting the achievement of communication learning, in order to recommend flexible online learning. Three executives and full-time teachers with at least two years of online teaching experience were interviewed, and 103 students who elected to take the Principles of Communication course completed questionnaires. Included in the utilized statistics are percentage values, standard deviations, and multiple regression analysis. Studies have demonstrated that online learning has limitations in terms of learning exchanges and individual student assessments. On the part of the teachers, there were some worries since they needed to have more information than the substance of the instruction and the need to prepare for teaching more. There were a few problems with the equipment for online learning on the part of the students, but online learning has weaknesses that can easily lead to assessment fraud. In addition, communication training has the greatest impact on the achievement of communication literacy. It must focus on the student in order for them to recognize the benefits of training, so they opt to take the Principles of Communication course. In order to standardize hybrid learning, however, colleges are advised to consider the distinctions in challenges between online and on-site learning. In addition to flexible online learning, courses, timings, and activities must also be adaptable and suited to the needs of the students.