Classification of Chinese Online-Offline Learning Needs in Indonesia for Online-Merge-Offline (OMO) Learning Jureynolds (a*), Yi Ying (a), Lohansen (b), Lohannes (b)
(a)Chinese Department (Faculty of Humanities), Bina Nusantara University, Jl.
Kemanggisan Ilir III No. 45, Jakarta, Indonesia, 11480
*jureynolds[at]binus.edu
(b)Lingoace, Jl. Mega Kuningan Barat III Lot 10. 1-6, Jakarta, Indonesia, 12950
Abstract
Facing the new normal, the form of education in schools and universities undergoes drastic changes, new classroom learning becomes a global challenge. Online-Merge-Offline (OMO) Learning can be a new hybrid learning model, responding to the changing dynamics of Chinese learning in the future. This study aims to map the difficulties of offline and online learning during the pandemic, so that it can classify the needs of learning Mandarin online and offline, as the basis for building a hybrid infrastructure that supports the OMO learning model in the future. This study found that learning Mandarin online can answer future needs and situations, but offline learning still needs to be done. The need for OMO Learning in Mandarin can be classified into 6 parts, namely: the need for efficient learning materials- for making interactive learning materials- for providing practice questions- for setting the learning schedule- for the use of an online and offline integrated hybrid infrastructure- for monitoring learning progress and for two-way online and offline communication between teachers and students.
