The use of online delivery in Indonesian State University: Obstacles and Challenges

1
The use of online delivery in Indonesian State
University Obstacles and Challenges

• Tatang A Gumanti

2
Structure of Presentation

• Introduction
• Early development
• Current condition
• Problems
• Challenges
• Comparison with ECU
• Alternative solutions
• Conclusion

3
Introduction

• Jember is in south-east of Surabaya, app. 200 km
• It has a population of 2.2 mil
• It has 1 state university (Universitas Jember or
  unej), 1 state college, 3 private universities
  and about 10-15 colleges
• It is well known as producer of tobacco, rubber,
  coffee, and chocolate
• Very humid, 0-200 mtr asl and surrounded by
  mountains

4
Java Island
5
Location of Unej
Surabaya
Jember
Bali
6
Introduction

• Universitas Jember, East Java, Indonesia
• Established in 1964
• Currently the number of students is about 20,000
• www.unej.ac.id
• www.elearning.unej.ac.id
• Introduced in early 2000
• Based on an open source software (claroline)
  upgraded to dokeos ver. 1.64
• It occupies about 60 hectare area

7
UNEJs Website
8
http//elearning.unej.ac.id
9
Early Development

• Unej has 10 faculties (5 exact science and 5
  social science), and 4 study programs similar to
  faculty, S-1 39 study programs, 10 D-3 programs,
  2 d-2 programs, and 10 extension study programs
  (S-1)
• It has 6 post-graduate programs (S-2)

10
The Course (unit)
11
Control panels of Unej elearning
12
Early Development (cont.)

• www.elearning.unej.ac.id
• In early introduction, lt10 units uploaded from 4
  faculties
• Each study program contains of 50-60 units (S-1),
  35-45 units (D-3), 12-16 units (S-2)
• Currently, 207 units are available online, but
  less than half that are having materials online
• Compared to total units run by university, it is
  less than 5

13
Current Condition

• Workshop and socialization on elearning have been
  carried for a number of time
• Bandwidth 5 mb
• Fiber optic network and wireless network
  available
• Cooperation with IM8 (a telecommunication
  company-wireless) and Indonesian Telecom (PT.
  Telkom. fixed line)
• It is still in an early development (After 6
  years of development)

14
Problems at Unej

• Culture
• Technology
• Facilities
• Perceived need

15
Problems (Culture)

• Conventional mode of teaching (face-to-face) is
  common
• Awareness is low (human factor)
• Some believe online delivery is more affective
  for exact science

16
Problems (Technology)

• Computer is expensive for most of students and
  lecturers Availability
• Computer literacy is low (student and lecturer)
  Ability
• Internet access is limited (low bandwidth)
  Accessibility
• Readiness Preparation
• The use of open-source software is vulnerable of
  external attacks

17
Problems (Facilities)

• Number of computer is small compared to number of
  student (e.g. 50 computers vs 4,500 students)
• One computer vs 15 lecturers
• Slow dive in (low bandwidth)
• Not all computer has internet access
• Limited room allocated to computer installment
• Internet shop is limited (Rp.4,000/hour from 7.00
  am to 11.00 pm and Rp 2,000/hour from 11.00 pm to
  7 am)
• All are about funds (costs)

18
Problems (Perceived Need)

• Learning new thing is hard
• Resistant on things related to computer (most of
  senior lecturers)
• Form of traditional mode of teaching
• Lack of confidence to use technology in teaching
• Lack of knowledge to design courses with
  technology

19
Challenges

• Growing number of students
• Local, Regional, and National competitor (private
  institutions)
• Global competition
• Rapid technology changes
• Research on the effectiveness of online delivery
  is limited
• Cost effective
• Modification meeting internal needs
• Number of units undertaken each semester on
  average is 8

20
Challenges (Cont.)

• Internet offers more information resources than
  university library (Ross, 2004).
• Learning is a skill
• The age of networks
• Elearning offers many important roles as it has
  advantages flexibility, convenient, wide reach,
  accessibility, consistency, and repeatability
  (Gunasekaran et al. 2002)
• Pros and cons on elearning remain exist (Taylor,
  2002)

21
Comparison with ECU

• Many are not comparable
• ECU is three or four steps ahead triple A
  aspect, well organized, commitment, support, etc.

22
Alternative Solutions

• Providing required facilities
• Continuous and structured workshop
• Make it an obligation for each study program to
  have units available in the web (Policy related
  efforts)

23
Conclusion

• The need to conduct a research (no hit on the
  emerald database)
• The world is changing
• It has been a great experience,i.e., I have
  learned many things podcast, blackboard, snapz
  pro x, and Garageband
• I returned to a uni that gave me many things,
  experience, friends, and future

24

• T H A N K Y O U

25
SWOT ANALYSIS
26
Why elearning?

• Transforming teaching and learning experience
• Accommodate growing student enrollment
• Encouraging students to be more responsible with
  they have learned
• Challenging teachers to improve their ability
• Encouraging collaborative learning
• Sustain academic diversity
• Gain competitive advantage
• In the long-run it is cost effective

27
Questions to address

• Is it the use a particular delivery technology
  that improves learning?
• Is it the design of its instruction that improves
  learning?
• Is it the content of material and instructional
  strategy that improve learning?

28
Strategies

• Having capable staff and students with excellent
  information technology and teaching and learning
  skills
• Providing a supportive, comprehensive,
  co-ordinated and integrated technological
  infrastructure
• Ensuring that online courses have exemplary
  content and learning design
• Creating policies and developing initiatives
• Encouraging and facilitating supportive research
  and experimentation in online teaching and
  learning
• Assuring the quality standards of online learning
  programs, content, design and pedagogy
• Making Unej as the provider of choice of courses
  and programs for various users
• Securing full commitment from the management
• Setting up proper objective with measurable
  results

29
Other concise strategies

• Plan the course
• Assess student needs and subsequent system
  requirements
• Building up support systems
• Assuring instructors readiness
• Properly design courses and curriculum
• Selecting web-based tools
• Evaluating student mastery and program
  effectiveness

30
Suggestions to the teacher

• Tell the students upon enrolling into your class
  what exactly is expected of them
• Create Class Lessons that build up to your course
  objectives
• Create quizzes and tests to measure student
  mastery of course material
• Think of your online class as being "circular",
  and shape your course content around this concept
  
• Provide outside references and resources to
  support the material you are teaching
• Take your online class seriously

31
Strategies for the teacher

• Determine the learning outcome
• Choose a range of learning strategies
• Select the appropriate medium
• Look for available resources
• Adopt adapt - develop
• Trial and feedback
• Modification and maintenance

32
Pyramid Model of Improvement
Strategic outcomes
Outcomes
Human Factor Ability
Initiatives and projects
Technology initiatives
Facilities
Access
Support
Network
Training
Hardware
Software
Physical Infrastructure
Policy infrastructure
Source Deakin University Staff Communication
Seminar, 2003