compiled at a certain as proof of attendance. All material, modules, worksheets used in this course
will be uploaded through the Learning Management System (LMS), or other media to facilitate
easy access for students. Video material uploaded on YouTube or Instagram, worksheets are shared
via email or group chat, presentations through Zoom Meeting media, and so on.
4 CONCLUSION
Based on the results and discussion above, the conclusion is as follows:
1. Digital learning innovations carried out mainly for creative subjects are expected to meet technological, pedagogical, and content aspects such as the TPACK framework to produce ideal
online learning innovations.
2. The use of technology and social media can help students feel that courses are more accessible
and flexible in using various platforms so that they can be more engaged in online learning
3. Innovations generated in this study, also can be applied to other subjects within the scope of the
Visual Communication Design program whose application needs to be adjusted to the learning
achievements of each course.
ACKNOWLEDGEMENT
The researcher would like to thank especially the respondents, students of Visual Communication
Design Universitas Ciputra class of 2018 which were willing to fill out the survey and were
interviewed for this research.
REFERENCES
Archambault, L.M. & Barnett, J.H., 2010. Revisiting technological pedagogical content knowledge: Exploring
the TPACK framework. Computers & Education, 55(4), pp. 1656–1662.
Bakan, U. & Bakan, U., 2018. Game-based learning studies in education journals: A systematic review of
recent trends. Actualidades Pedagógicas, 72(72), pp. 119–145.
Coleman, R., Clarkson, J.. & Cassim, J., 2016. Design for inclusivity: A practical guide to accessible, innovative
and user-centred design. CRC Press.
Guetterman, T.C., Fetters, M.D. & Creswell, J.W., 2015. Integrating quantitative and qualitative results in health
science mixed methods research through joint displays. The Annals of Family Medicine, 13(6), pp. 554–561.
Hafner, W. & Ellis, T.J., 2004, October. Asynchronous collaborative learning using project-based assignments.
In 34th Annual Frontiers in Education, 2004. FIE 2004. (pp. F2F-6). IEEE.
Kaplon-Schilis, A., & Lyublinskaya, I. (2020). Analysis of Relationship Between Five Domains of
TPACK Framework: TK, PK, CK Math, CK Science, and TPACK of Pre-service Special Education
Teachers. Technology, Knowledge and Learning, 25(1), 25–43.
Koehler, M. & Mishra, P. (2009). What is Technological Pedagogical Content Knowledge (TPACK)? Contemporary Issues in Technology and Teacher Education, 9(1), 60–70. Waynesville, NC USA: Society for
Information Technology & Teacher Education.
Yargın, G.T., Süner, S. & Günay, A., 2018. Modelling user experience: Integrating user experience research
into design education.
316
will be uploaded through the Learning Management System (LMS), or other media to facilitate
easy access for students. Video material uploaded on YouTube or Instagram, worksheets are shared
via email or group chat, presentations through Zoom Meeting media, and so on.
4 CONCLUSION
Based on the results and discussion above, the conclusion is as follows:
1. Digital learning innovations carried out mainly for creative subjects are expected to meet technological, pedagogical, and content aspects such as the TPACK framework to produce ideal
online learning innovations.
2. The use of technology and social media can help students feel that courses are more accessible
and flexible in using various platforms so that they can be more engaged in online learning
3. Innovations generated in this study, also can be applied to other subjects within the scope of the
Visual Communication Design program whose application needs to be adjusted to the learning
achievements of each course.
ACKNOWLEDGEMENT
The researcher would like to thank especially the respondents, students of Visual Communication
Design Universitas Ciputra class of 2018 which were willing to fill out the survey and were
interviewed for this research.
REFERENCES
Archambault, L.M. & Barnett, J.H., 2010. Revisiting technological pedagogical content knowledge: Exploring
the TPACK framework. Computers & Education, 55(4), pp. 1656–1662.
Bakan, U. & Bakan, U., 2018. Game-based learning studies in education journals: A systematic review of
recent trends. Actualidades Pedagógicas, 72(72), pp. 119–145.
Coleman, R., Clarkson, J.. & Cassim, J., 2016. Design for inclusivity: A practical guide to accessible, innovative
and user-centred design. CRC Press.
Guetterman, T.C., Fetters, M.D. & Creswell, J.W., 2015. Integrating quantitative and qualitative results in health
science mixed methods research through joint displays. The Annals of Family Medicine, 13(6), pp. 554–561.
Hafner, W. & Ellis, T.J., 2004, October. Asynchronous collaborative learning using project-based assignments.
In 34th Annual Frontiers in Education, 2004. FIE 2004. (pp. F2F-6). IEEE.
Kaplon-Schilis, A., & Lyublinskaya, I. (2020). Analysis of Relationship Between Five Domains of
TPACK Framework: TK, PK, CK Math, CK Science, and TPACK of Pre-service Special Education
Teachers. Technology, Knowledge and Learning, 25(1), 25–43.
Koehler, M. & Mishra, P. (2009). What is Technological Pedagogical Content Knowledge (TPACK)? Contemporary Issues in Technology and Teacher Education, 9(1), 60–70. Waynesville, NC USA: Society for
Information Technology & Teacher Education.
Yargın, G.T., Süner, S. & Günay, A., 2018. Modelling user experience: Integrating user experience research
into design education.
316