Abstract—Work-the-Walk (WTW) is a teaching and learning
approach that uses a type of blended learning model, which is
flipped classroom, as its basis. The philosophy lies in the
absence of lectures during face-to-face sessions, and the
approach relies heavily on Socratic Dialogues and classroom
activities to enhance the understanding of lessons of the day.
With the outbreak of COVID-19, education at all levels must
continue. Often, the challenge is on ensuring that students, who
must attend remote learning are able to own their learning
process, and that they are also able to relate to their
environment. The objective of this paper is to discuss how to
humanize students’ learning experience and environment by
observing how digitization of WTW promotes the sense of
ownership through active learning. This paper addresses two
questions, including the implementation of WTW during
remote learning (Digital WTW or D-WTW), and students’
understanding on the lessons of the day when D-WTW is used.
The methodology adopted for this research was qualitative by
means of observations of students’ participation during online
synchronous activities. Two important findings are evident
when D-WTW is used. The first one is that students become
more confident in their articulation of ideas, and second, they
become more engaged during the remote learning sessions.
These could be contributed to the concept of humanizing online
activities and the learning environment that allow them to
explore and tap into their potential, and ultimately, these
strengthen their learning experience.
Index Terms—Blended learning, D-WTW, flipped classroom, learning environment, learning experience, WTW.
J. Juhary is with the Language Center, National Defence University of Malaysia, Sungai Besi Camp, 57000, Kuala Lumpur, Malaysia (e-mail: firstname.lastname@example.org).
Cite: Jowati Juhary, "Humanizing Online Activities: Lessons Learned from Digitizing Work-the-Walk (WTW) Approach," International Journal of Information and Education Technology vol. 12, no. 10, pp. 1078-1084, 2022.Copyright © 2022 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).