online learning in indonesian universities

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.


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.


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


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.


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.


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


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.

http://www.upi.edu/


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


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.


Appendix 1 : SSE ELM Program 1

2

3

4

5

6

7

8


9

10

11

12

13

14

15

16


17

18

19


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



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


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

online learning in indonesian universities

Documents