online learning in indonesian universities
TRANSCRIPT
Decentralized Basic Education 1: Management and
Governance
Online Learning in Indonesian
Universities
October 2011
This report is one of a series of special reports produced by Research
Triangle Institute (RTI), Implementing Partner for the USAID-funded Improved
Quality of Decentralized Basic Education (IQDBE) program in Indonesia
Online Learning in Indonesian
Universities
Contract 497-M-00-05-00029-00 Prepared for USAID/Indonesia Prepared by RTI International 3040 Cornwallis Road Post Office Box 12194 Research Triangle Park, NC 27709-2194
The author’s views expressed in this publication do not necessarily reflect the views of the United States Agency for International Development or the United States Government.
Table of Contents
Page
INTRODUCTION……………………………………………………………………………………………….. 1
CASE STUDY: THE SAMPOERNA SCHOOL OF EDUCATION (SSE) EDUCATION LEADERSHIP
AND MANAGEMENT (ELM) COURSE………………………………………………………………………1
SURVEY OF ON-LINE LEARNING PROGRAMS IN PARTNER UNIVERSITIES…………………….. 5
FINDINGS AND RECOMMENDATIONS……………………………………………………………………. 8
APPENDIX 1 : SSE ELM PROGRAM………………………………………………………………………. 10
APPENDIX 2 : GLOSSARY OF TERMS……………………………………………………………………. 13
On Line Learning in Indonesia Universities 1
Introduction
This brief report describes the process, results and recommendations of a pilot
activity to test the delivery of education management training on-line to
district and schools. The purpose of the study was to test ways to disseminate
DBE1 management and governance training materials to wider audience.1 In
order to understand the potential for the delivery of management training on-
line, the pilot comprised two activities:
1. a case study in which DBE1 collaborated with the Sampoerna School of
Education (SSE) in the design of an on-line program,
2. a survey of partner universities to determine the extent to which on-line
learning programs are already underway in these institutions.
These two activities are described below, followed by a discussion of results
and recommendations.
Case Study: The Sampoerna School of Education (SSE) Education Leadership and Management (ELM) course
The 2010 program
Responding to a request made to USAID, in 2010 DBE1 implemented a
program to develop the capacity of the Sampoerna School of Education (SSE)
and Outreach and School Development Program (then called the Teacher
Institute). The training aimed to enable Sampoerna Foundation trainers to
make use of DBE1 materials in their in-service school development program
and also possibly in pre-service teacher training. DBE1 provided training on
the overall DBE1 approach, leadership training, BOS reporting, school
committee strengthening, SDS and school development planning (RKS). In
all, 18 days of training were provided between February and May 2010 by
DBE1 specialists and district facilitators. Most of this training was given at the
SSE campus in Jakarta.
1 Deliverable 23 is to design and implement a pilot activity with a university to test the delivery of education
management training on-line to district and schools. The scope of the pilot activity is subject to USAID approval
and should include at least one tool from DBE1, such as school development planning (RKS) or unit cost analysis
(AKPK). The purpose of the study is to test ways to disseminate DBE1 management and governance training
materials to wider audience.
On Line Learning in Indonesia Universities 2
DBE1 also made an agreement with the Sampoerna School of Education
(SSE) to jointly adapt DBE1 school based management materials to use in pre-
service teacher training. SSE had requested technical assistance in developing
a credit earning program within the school based on the existing DBE1
modules and materials. DBE1 agreed to support SSE by assigning a specialist
to work with the SSE Team to convert the DBE1 program into a credit earning
program to be integrated into the formal degree program of S1 and/or S2 level
at SSE. Work on mapping of DBE1 methodologies and SSE curriculum was
completed by September 2010. It was anticipated that by the end of December,
an integrated curriculum framework would have been prepared. However this
has not eventuated due to changing priorities within SSE in 2010.
The 2011 Program
Building on the 2010 activity described above, in 2011 DBE1 continued the
collaborative program with SSE. The aim in 2011 was to enable SSE to
incorporate DBE1 materials into a Masters Degree program which will include
online delivery of training. The delivery of the online training was planned to
commence in September 2011. In the event, while planning and preparation
for the program continues, implementation has been postponed until 2012.
Unfortunately, as this decision was taken by SSE in August, it was too late for
DBE1 to commence a similar pilot program in another institution. As a result
we are unable to report on a pilot program which includes on-line delivery of
DBE1 training. Notwithstanding this set-back, the work with SSE did yield
valuable lessons as described below.
The SSE’s Masters Degree program is known as Education Leadership and
Management (ELM). SSE has indicated that they would like to incorporate
more aspects of the DBE1 material into this curriculum to increase the local
relevance. The program is to be delivered in two modes: on-campus and e-
learning. The ELM course is intended for practitioners. In addition to updating
SSE on DBE1’s MBS materials, DBE1 provided assistance to the institution to
help devise course-work, assignments and assessment tasks which take
advantage of the field-experience of DBE1.
On June 6, DBE1 met with Sampoerna and on June 30 – July 1, we worked
together to develop their curriculum for ELM based on DBE1 leadership
training materials.
A second workshop was planned for August-September, in which we intended
to provide more intensive inputs to enable SSE to develop the Managerial
Program component, which will largely consist of DBE1 materials for school-
based management: including RKS, data management, financial management,
BOS reporting and Asset Management. However, the workshop did not take
place due to changes in personnel within SSE and general loss of momentum
within the institution arising from the decision to postpone delivery of the
course until 2012.
On Line Learning in Indonesia Universities 3
At this time, DBE1 explored the possibility of developing a new pilot program
with a different institution, however it was decided that it was too late to
pursue this given the lead time required to develop and pilot an online learning
program and the fact that DBE1 will close out at the end of 2011.
SSE’s ELM program
The Education Leadership and Management (ELM) program is being designed
as a series of short courses which may be taken together as a Masters Degree
program or individually as short courses. See Appendix One for more
information. The program, which was planned to commence in September
2011, is now expected to commence in 2012. SSE does not yet have MONE
approval for this program as an award course, but expects to receive this mid-
2012. Students who enroll intending to complete a Masters Degree will be
able to count the courses completed in the first two semesters towards this
award, once MONE approves the program.
The main target participant group is school principals. In addition SSE hopes
to include yayasan leaders, government officials and others. Based on their
feasibility study, SSE believes that there is strong demand and need for this
course. Up until now most school principals and educational administrators
wishing to add an international style higher-degree to their qualifications take
a Masters in Business Studies or similar. The program will be delivered
bilingually in English and Indonesian. The initial group of students is likely to
come from Jakarta-based national-plus school leaders. The cost may be a
factor inhibiting the participation of government personnel.
The program can be taken as a full S-2 Masters Degree or as ACP (Advanced
Course Program) – in which participants select modules they are interested in
without completing degree requirements. The mode of delivery will be
‘blended’ – a mix of face-to-face instruction and on-line learning.
In the first semester two parallel courses will be offered: (1) Introduction to
School Leadership, and (2) Effective Teaching and Assessment. In the second
semester two more courses will be offered: (1) School Based Management
Competencies, and (2) Adult Professional Development.
The Planning Workshop
During the second quarter of this year, DBE1 provided initial assistance to
SSE to develop the Leadership module. The workshop was held over two days
in the last week of June at the Hotel Harris in Tebet. All costs were borne by
SSE.
During the workshop we reviewed the DBE1 materials and, building on earlier
work, mapped out where these can be integrated into ELM. We planned the
activities and assignments, based on DBE1 materials, which will form part of
On Line Learning in Indonesia Universities 4
the course program. We also discussed appropriate supporting readings and
the course delivery approach.
Other DBE1 materials, especially SDS, School Committee Strengthening,
RKS and school financial management, will be integrated into the Semester 2
program, ‘School-Based Management Competencies’. Our conflict resolution
activities will also probably be used.
Structure and delivery mode of the Introduction to School Leadership
course
The course will run over 16 weeks. Each week will include a 2 ½ hour face-to-
face workshop/lecture – with the exception of weeks 9-12 which will be
delivered online. In addition to these sessions, ongoing online interaction will
take place between participants and with course leaders to support learning
and build a ‘community of learners’.
DBE1 Leadership modules will be used primarily in the first two sessions.
And then through practical assignments and course work which will run
throughout the course, supported through online learning. Reading texts and
completed assignments will all be delivered and submitted online. Ongoing
communication, chatting and blogging-type discussion forums will support the
learning and help build a community of learners. The online classroom will
also link to relevant websites, including DBE for access to materials,
references (such as government regulations) and success stories.
Participants will identify and propose a ‘change project’ and will then apply
leadership methods from the DBE1 modules such as ‘force field analysis’ and
‘stakeholder mapping’ in their schools in order to support the change process.
They will then report on the project as part of the course assessment and
present the results of the activity in a public presentation, poster session and
mini-seminar.
The ‘blended learning’ approach to course delivery which combines face-to-
face and online learning was expected to provide an opportunity to pilot the
delivery of DBE1 materials in an online mode. The platform will be a virtual
classroom known as ‘moodle’ linked to Facebook to increase familiarity for
users and ease/immediacy of access. Many participants are likely to already be
using Facebook via hand-phones. In this way it is hoped that a virtual
community of practice (or learning community) can be created which will
support learning and school improvement, taking the place of the
gugus/cluster and mentoring by district facilitators in DBE1’s regular
approach to dissemination.
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Survey of on-line learning programs in partner universities
In order to determine the extent to which online learning is already taking
place within universities in Indonesia, DBE1 conducted a simple survey in
May-June. The sample consisted current DBE1 partner universities: UNM,
UM, UPI and UNILA.2
The aim was to increase understandings about: (1) the current capacity of
DBE1 partner universities for online delivery, (2) the courses, subjects and
content and currently taught through online learning programs, and (3) the
level of interest or desire to develop online learning programs in the field of
education management and governance.
The survey was conducted with an awareness that it is impossible for DBE1 to
give further assistance to institutions at this time – because both time and
budget are almost completed. It is intended that the information gained from
the survey and the accompanying analysis may be of assistance to USAID in
planning for the future. The survey was conducted by email and in some cases
follow up phone calls. The following questions were asked. Responses were
provided by coordinators for the service provider program in each institution:
1. Is there a program of 'online learning' already running at your
institution?
2. If yes, please explain: what subjects are covered, what courses, how
long has it been running, what is the scope, target students and so on.
3. If there are no 'online learning' programs, is there a plan to create a
new program in the future? Please explain.
4. Is there an interest to use DBE1 material for an online learning
program?
5. If yes or no, please explain.
Results are described below.
2 UMS in Surakarta did not respond to the survey. Our understanding is that online learning is less developed in
this institution.
On Line Learning in Indonesia Universities 6
State University of Makassar (UNM)
UNM has been running an online learning program for some years. Online
learning facilities have been in place since 2007, but at that time the program
was not fully utilized. Only some lecturers in a few departments use the
program: English, Physics, Mathematics, Curriculum and Educational
Technology and PGSD. The target group is students in the UNM environment
and teachers in an area that is registered as a student in the PGSD program at
UNM. The university plans to continue to develop the current online training,
while the teachers are learning to use it.
UNM is interested in making use of DBE1 materials in an online learning
program. The material could assist in the development of online learning on
the campus.
University of Malang (UM)
Although the program is already running, not all professors use it. However,
routine training and socialization has been conducted by the university or
faculty for academic staff. The program was developed under the Faculty of
Education and is managed by the Department of Educational Technology.
The program has now been running for five years and has been introduced to
all faculty members. However, users frequently complain about problems with
accessing the program due to limited capacity (bandwidth on the server).
For example, Bpk Teguh Triwiyanto, who completed the survey, reported that
he used the program in the last semester (2010-2011), but then after the second
session he was forced to stop as a result of technical problems (the server was
hit by lightning). The repairs took so long that the program switched back to a
regular classroom delivery mode.
Although there are problems with the existing online learning program, UM
reportedly has plans to develop the program in the future, in particular to make
it more up-to-date. The service provider personnel at UM indicated that they
are very interested in using DBE1 materials in an online program. These
online courses are regarded as very helpful in supporting the teaching process,
especially the need to optimize the presentation of material to students. The
online program has a double benefit for students: in addition to getting better
access to the material, the approach also helps students gain mastery of the
information technology.
Education University of Indonesia (UPI)
Online learning is relatively well established at UPI.
Institutionally, the online learning program in UPI is managed and delivered
by the ICT Division and the Main Library. Among other roles, the ICT
Division is responsible for planning, developing ICT for the management of
On Line Learning in Indonesia Universities 7
the university and ICT to support learning. UPI’s Central Library and the
‘Hybrid Library’ also provide online learning services to students and faculty,
including an e-journals service which provides access to students and
academic staff, and includes a number of international journals to which the
university subscribes, among others the Oxford Journal.
Almost all the courses already utilize this online learning facility, services
include the following:
1. Online syllabus (all lecturers must upload syllabus for their courses, and
these can be found at www.upi.edu ).
2. The ‘dual modes’ program is a hybrid/mix between face to face and
distance learning, especially for elementary school teachers who follow the
‘dual modes’ S1 program.
3. UPI currently employs a multi-campus system with regional campuses
(kampus daerah or KD) in Cibiru, Purwakarta, Tasikmalaya and
Sumedang, in West Java and Serang in Banten. At these five KD, in
addition to delivering courses to PGSD and regular PGTK SI students, the
university also teaches students' through ‘dual mode’ which is based on
online learning. There are now 25 learning modules that have been
uploaded, and can be accessed by a total of over 2,000 dual mode students
in Banten and West Java.
In the future the online learning program will be increasingly enhanced to
include more types of online service, greater reach to more students, and also
online learning to support and sustain learning for regular students.
Based on the results of discussion with LPMP and UPI, DBE1 material can be
utilized and uploaded after being adjusted to fit with the academic syllabus.
The university is hopeful that in the future cooperation with USAID can be
further increased. Furthermore, UPI will be delighted if the online cooperative
learning can include both between national and international institutions. UPI
has indicated that it definitely intends for DBE1 modules and materials to be
customized and uploaded to the UPI website as support materials for teaching
in the Dual Mode hybrid curriculum or other programs. Consultations are
underway to enable this to happen before the end of the year.
University of Lampung (UNILA)
Online learning is newly established at UNILA. The Departments of Social
Science (PIPS), Language (PBS), and Mathematics and Science (PMIPA),
have been running an online learning program for two years, specifically as
part of the PGSD program in Metro City. The program can be accessed by all
students from relevant study programs anytime and anywhere. The type of
online learning which has been running includes use of blogs, search engines,
websites and mail-lists.
On Line Learning in Indonesia Universities 8
UNILA is very interested in the possibility of working with USAID or other
donors to support the further development of this approach. FKIP UNILA is in
need of cooperation in order to increase the capacity of lecturers and the
development of online learning programs.
Conclusions
In conclusion, all of the current DBE1 partner universities have some capacity
for online learning programs. All are interested in further increasing that
capacity through collaboration with USAID or other donors. They are also
seeking opportunities to work with universities abroad. The key area for
improvement is staff capacity to use the facilities already available.
Findings and Recommendations
The potential to work with partner universities in the future, for example under
the Prioritas project, to improve their capacity to deliver training and
education in management and governance online is strong. All DBE1 partner
universities recognize the need to develop this area, all have begun in a limited
way, and all are keen to work with donors such as USAID to further develop
their capacity.
The experience with Sampoerna School of Education highlights the need to
adapt existing training materials to suit online or dual-mode delivery. As this
is a new area there is room for technical assistance. Lessons learned from the
case study and survey include the following:
1. Lifting the level of DBE1 material to course work standard (whether
degree or post-graduate level) requires the addition of academic
reading materials and assignments including reporting on practical
assignments (e.g. a ‘change project’ or ‘action research’).
2. The need to provide for ongoing mentoring and to create a ‘community
of learning’ can be satisfied through an online approach, as described
in the SSE case study. It should, however, be further enhanced through
occasional face-to-face interaction.
3. The DBE1 ‘tools’ such as RKS, SDS and education finance tools, may
fit more easily into the online learning approach than do training
modules such as Leadership and Strengthening School Committees,
which are better suited to face-to-face delivery. Effective use of all
DBE1 materials (district and school level) requires some face-to-face
mentoring or assistance. Consequently a dual-mode approach is
recommended rather than pure online learning.
The experience with DBE1 more generally demonstrates that the Indonesian
public and institutions are quick to take up new technologies where these are
affordable and user-friendly. Piloting use of new hardware and software using
On Line Learning in Indonesia Universities 9
a standard project delivery approach can be problematic as the development of
technologies and software sometimes occurs quicker than the project pilot
cycle, meaning that results of the pilot may be out of date before they are
released. A more flexible and responsive approach is required.
Another problem encountered by DBE1 is that of viruses. While Indonesian
institutions and individuals tend to look for affordable options in the ICT area,
cost-cutting measures often include use of illegally pirated software and
inadequate system protection against viruses. This frequently results in loss or
corruption of data. Limited bandwidth and out-of-date hardware add to the
technical problems making it difficult to obtain internet speeds sufficient to
use the latest platforms for online learning.
It is recommended that USAID continue to explore the potential for
supporting online learning through partner universities to improve the
management and governance of basic education. These approaches may be
particularly attractive to practitioners such as practicing teachers, school
heads, supervisors and district officials – and can potentially increase access
and impact for DBE1-type interventions significantly. Such programs should
take into account the lessons learned in DBE1 including the need for hardware
and software solutions to be flexible, responsive and affordable, and the need
for dual-mode learning to include both online and face-to-face delivery.
On Line Learning in Indonesia Universities 13
Appendix 2 : Glossary of Terms
APBD Anggaran Pendapatan Belanja Daerah Annual District Budget
BaKTI Bursa Pengetahuan Kawasan Timur
Indonesia
Eastern Indonesia Knowledge Exchange
Balitbang Balai Penelitian dan Pengembangan Research and Development Center
Bappeda Badan Perencanaan & Pengembangan
Daerah
Regional Planning and Development
Board
BOS Bantuan Operasional Sekolah School block grant (from National
Education Ministry)
BP - British Petroleum
CLCC - Creating Learning Communities for
Children project
CLGI Center for Local Government Innovation
DBE - Decentralized Basic Education project
DBE1 - Decentralized Basic Education - 1
DBE2 - Decentralized Basic Education - 2
DBE3 - Decentralized Basic Education - 3
DDI Darud Da’wah Wal-Irsyad Islamic Organization which coordinates
private Islamic schooling in South
Sulawesi
Depag Departemen Agama Religious Affairs Department
Dewan Pendidikan Education Board (provincial)
Diklat Pendidikan & Pelatihan Training and Education Center
Dikti Direcktorat Pendidikan Tinggi Higher Education Directorate
Dinas Pendidikan Education Office
DPRD Dewan Perwakilan Rakyat Daerah Regional Representative Parliament
Gramedia An Indonesian publisher and book vendor
FKIP Fakultas Keguruan dan Ilum Pendidikan Education Faculty
GOI Government of Indonesia
ICT - Information & Communication Technology
LGSP - Local Government Support Project
LPMP Lembaga Penjaminan Mutu Pendidikan Educational Quality Assurance Institution
madrasah Islamic school
On Line Learning in Indonesia Universities 14
M&E - Monitoring & Evaluation
MBE - Managing Basic Education project
MDC - Madrasah Development Centers
MOU - Memorandum of Understanding
Muhammadiyah Mass Islamic Organization
NFE - Non-formal education
NTT PEP - Nusa Tenggara Timur Primary Education
Partnership
NU Nahdatul Ulama Mass Islamic Organization
P4TK Pusat Pengembangan & Pemberdayaan
Pendidik & Tenaga Kependidikan
Center for Teacher and Educational
Personnel Development & Empowerment
pendampingan mentoring
PPA - Public-Private Alliance
PSBG Pusat Sumber Belajar Gugus Cluster Learning Resource Center
PGSD Program Guru Sekolah Dasar Elementary School Teacher Program
PPG Pendidikan Profesional Guru Professional Teacher Education
Renstra SKPD Strategic Plan for Government District
Operational Unit
Rencana Pengembangan Kapasitas Capacity Development Plan
RPS Rencana Pengembangan Sekolah School Development Plan
RTI - Research Triangle Institute
Sekolah unggulan School of excellence (lighthouse or model
school)
UNILA Universitas Nasional Lampung National University of Lampung
USAID - United States Agency for International
Development
yayasan Non-profit foundation
YIPD Yayasan Inovasi Pemerintahan Daerah Foundation for Innovation in Local
Government