Building Student Self-Directed Learning Through Virtual and Flipped Classroom

Abstract

Online lectures are often identified with the number of assignments given to students, resulting in an ineffective lecture process. The obstacle often complained about is online learning by teachers only by providing material on online/virtual tolls without paying attention to Self-Directed Learning. This article aims to understand students' Self-Directed Learning, especially with Virtual Learning and Flipped Classrooms. This article uses literary study methods related to Virtual and Flipped Classrooms to help students improve their ability to diagnose learning needs, formulate goals, identify learning materials and references, and implement strategies and evaluate learning outcomes.