SCIENTIFIC SPEECH: “Distance Education: Digital Technology Utilization for Equity and Quality Improvement of Human Resources”

by Prof. Ojat Darojat, Dip.Mgt., M.Bus., Ph.D.

At the XI Anniversary of the Vocational Education Program, Universitas Indonesia,
Monday, July 22, 2019, at the PPV UI Auditorium, Kampus UI Depok.

Foreword

Distance education has evolved for more than a century (Schlosser & Simonson, 2006). Moore and Kearsley (1996) and Peters (2008) suggest that distance education has grown and developed through three stages of generation that began with the period of correspondence through postal services, followed by the emergence of open universities in the early 1970s and then developed rapidly through the use of information and communication technology (ICT) in the 1990s. The distance education figure, Holmberg (1986, p.43) said that “in its first incarnation of correspondence study, distance education was devised as means of providing education to students who were isolated and who were unable to go to an ordinary campus “Learning through correspondence is carried out through ‘self-instructional texts’ (Holmberg, 1995), distributed in general through post office services (Rumble, 1989) to enable’ independent study ‘to take place (Wedemeyer, 1981) and’ home-based student ‘(Lambert, 1983). According to Holmberg (1995) and Peters (2008), correspondence studies can be seen as ‘the first generation of distance education.’

However, in the next development there are various terms used in describing the various teaching and learning processes that describe ‘physical separation’ between ‘the learners and the teachers’; as an example of ‘correspondence education’ in the UK; ‘Home or independent study’ in America; and ‘external studies’ in Australia. Distance education also refers to the term “tele-designation” in Francis; “Fernstudium / Fernunterricht” in Germany; “Education a distancia” in Spain and “teleducacao” in Portuguese.

At present the terms distance teaching university (DTU) and distance higher education (DHE) and open university (OU) are the most widely used interchangeably nomenclature by researchers and practitioners of education at the higher education level. The birth of the British Open University (BOU) or the Open University of the United Kingdom (UKOU) in 1969 has been seen as a landmark of distance education at the university level (Holmberg, 1995; Keegan, 1996; Schlosser & Simonson, 2006). Since then many countries have begun to promote and establish long distance universities (PTJJ) as a strategic way to provide wider access and equity for higher education provisions, including in Southeast Asia such as the 1978 STOU in Thailand, then Universitas Terbuka(UT) year 1984 and OUM Malaysia in 2000.

 

IT Utilization in the Learning Process

PTJJ’s very basic progress and changes can not be separated from the progress achieved in the field of technology, especially learning technology. When ‘electronic communications’ has become more popular and more advanced since the early 1990s, the use of computer-mediated communication (CMC) has enabled opportunities for the growth and development of distance education (Rovai, Ponton, & Baker, 2008; Simpson, 2002; Schlosser & Simonson 2006). At present, computer networks have become something commonplace and is a convenient way to distribute learning materials. ‘Internet-based education and online learning programs are becoming increasingly’ more attractive ‘for millennial students and for educational service providers distance teaching providers (Ally, 2004; Anderson, 2004; Koonts, Li, & Compora, 2006; Milheim, 2004). Other writers such as Trentin (2010) also confirmed that the advance of information and communication technology (ICT) is an opening up for new possibilities for student learning that is the option of time, pace, and place through online learning. The method of delivering learning in Distance Learning (PTJJ) has changed from paper based and correspondence studies to web-based instruction and various types of online learning services that enable learning transactions to be woven through virtual learning environments (Han, Dresdow, Gail, & Plunkett, 2003; Haughey, Evans, & Murphy, 2008; Juwah, 2006; Koper, 2000). The application of CMC in learning has enabled information transactions between individuals in various ways, both asynchronously and synchronously (Rovai, Ponton, & Baker, 2008). The progress achieved in CMC has facilitated a variety of online pedagogy, helped interaction in online discussions (Wise, Saghafian, Padmanabhan, 2011), and increased collaborative learning among students (Fennema, 2003; Sammons, 2007; Simonson, Smaldino, Albright, & Zvacek, 2003).

The integration of ICT for educational purposes such as online learning has become a new culture that develops in the midst of society both in developed countries and in some members of society in developing countries such as Indonesia. The Minister of Research, Technology and Higher Education asserted that higher education institutions must prepare for online learning in a hybrid or online blended learning format by referring to the Ministerial Regulation on the standards of Distance Education (Ristekdikti, Vol.8 / I / 2018). The same thing was also conveyed by the Director General of Institutions – Kemenristekdikti who said that “… the disruption of technology causes the practice of higher education to change fundamentally. If in the past … most were done face-to-face, now with the help of the disruption of the technology of the educational process … [can be] done online “(Ristekdikti, Vol.8 / I / 2018).

Addressing the direction of the Ministry above and considering the dynamics currently taking place in the midst of society, offering educational and training programs by integrating digital technology and online learning through collaboration schemes in order to improve the quality / competency of human resources is a strategic program for educational institutions. Learning delivery through the application of digital technology and the offering of competency certification programs is one of the alternatives in order to assist the Government and the community in improving the competence of Indonesian HR that are spread throughout the archipelago.

 

Utilization of Digital Technology and Online Learning in the context of Equitable Access and Quality Improvement of Human Resources in the country

The importance of integrating ICT in the implementation of present-day education is based on three premises as follows. First, the expansion of coverage and equitable access to higher education. Like UT, for example, many who implement online learning are intended to support the Government’s mission in terms of expanding access to education. Distance Education (PTJJ) was established by a nation such as the Indonesian Government carrying out a mission to expand coverage or increase the opportunity to access higher education. Thus it is expected that the presence of an online learning model can increase community involvement in a larger number, as suggested by Garrison (2009) “Online learning has the potential to bring learning opportunities to a larger number of students that meet the needs for mass higher education” (p.100). The use of ICT in distance education institutions has offered a positive contribution to the need for expanding access, which allows an educational institution to provide higher education opportunities and services to community members who cannot continue to face to face tertiary education for reasons of residence, economy, employment , and attachment to other social commitments (Zuhairi & Suparman, 2002). Through online learning as its main mode, PTJJ can serve a larger and more evenly distributed number of students; for example, 4,000,000 Indira Gandhi National Open University (IGNOU), 2,700,000 Open University of China, and 1,326,948 Allama Iqbal Open University (Pakistan) students; while Universitas Terbuka (UT) Indonesia is currently actively serving 320,000 students.

Distance education expert Moore & Kearsley (2012) argues that PTJJ, which is very excessive in integrating technology in the learning process, has a competitive advantage in providing wider access to education services and can provide new alternatives and hopes for a group of citizens who for various reasons do not allowing them to attend face-to-face education (traditional campus-based universities). The progress achieved in the field of learning technology has opened new opportunities for PTJJ to provide academic interaction services virtually without being limited by space and time.

 Secondly, digital education services with online learning modes are expected to provide opportunities for students and lecturers / tutors to interact more openly and freely. According to Magano and Carvalho (2010) online learning can be distance learners and instructors to express their ideas easily and naturally, interact with others, explore the subject in question, and manage the process of learning in flexible ways. The use of ICT in various modes of learning assistance services has enabled the learning process to be packaged more flexibly for students, when, where, and how they learn (Owston, 1997). The presence of online learning has helped some students learn according to their respective capacities and conditions (Rekkedal, 2003). In the context of the PTJJ, the conditions and capacities of students are very diverse starting from fresh graduate high school, people have worked in various business sectors, housewives, and elderly citizens. The diversity of these intakes has a direct connection with their readiness to interact and communicate online. Therefore providing debriefing, educating them to have basic skills in online learning, becomes an important part so that they can be actively involved, express their thoughts and contribute to online discussion forums with other students.

On the other hand, online lecturers can guide and oversee the learning process through a variety of ways by posting interactive initiation materials so as to motivate students and encourage them to share experiences that are directly related to the topic being discussed; giving them more open opportunities to express their views on topics and materials that are being discussed is an important aspect so that the learning process can take place more productively. The importance of students’ cultures, voices, and identities in the learning process has been raised by many researchers. As confirmed by Theson (1997) who argues that “There are many opportunities to work with the concept of identity in the teaching / learning process” (p. 508). The message to be conveyed by Thesen is that we as educators must strive to pay attention to the thoughts and hopes conveyed by students in designing curriculum and developing teaching materials that we prepare for online learning. It is very important for a lecturer to understand the needs and appreciate the thoughts expressed by students; this is not only useful for developing academic discourse but also useful for designing student learning support that meets student expectations. Darojat (2012) suggested that student engagement is very important to continue to be nurtured and nurtured so that “students will have more confidence and obstacles to prevent them from reaching their educational goals” (p. 6). In addition, students have a more open opportunity “to negotiate a position in the interstices of discourse and institutions to find their own values ​​and interests” (Canagarajah 2004, p. 268). Considering this, it is very important for us to develop a systematic mechanism that provides space for students to take the learning process that accommodates values, identity, socio-cultural background, and suggestions and expectations. I am very confident, through ways and approaches like this, online learning assistance services will be able to support learning processes that are meaningful to the lives of students and very good for the development of online learning going forward.

 Thirdly, digital technology and online learning services are expected to be able to enhance and strengthen student participation in the strengthening student engagement process. Providing online learning assistance services allows academic staff to establish communication and interact more intensively with students. Lecturers have a wider opportunity to invite students to learn, explain additional material, give assignments, post feedback on their assignments, and other academic activities that enable knowledge sharing and academic dialogues to build knowledge. Online learning has the ability to reach unreachable ones, serving students spread throughout the archipelago with various cultural backgrounds. The use of digital technology and online learning enables tutors to increase student engagement, understand their hopes, thoughts and ideas, and encourage their contribution in the learning process.

The process of academic interaction is no longer limited by lecture halls and lecture hours which require lecturers and students to be present face to face at the same time and place. Interaction can be done anytime and anywhere (learning everywhere, at times). Many observers and Education experts stated that student engagement is an important element in the learning process and has a major influence on learning success. By integrating technology, for example through online learning the involvement of students can be maintained and enhanced with very high flexibility because interactions can not only be implemented synchronously but also asynchronously.

 

Main Mode: Online Learning (Learning in the Network)

The use of digital technology, especially the provision of online learning services or online learning, as the main mode of learning in cyber universities has now been placed as a strategic program in the context of future education development. Responding to the strategic role of online learning in improving the quality of learning, many experts have given ideas about how the development of online learning should be carried out. For example, Johnson and Aragon (2003) have developed ‘The instructional framework for the online learning environment’ which emphasizes the importance of seven principles that must be held in the development of online learning including, emphasis on individual differences, motivation, information overload (avoidable), contextual learning, social learning, active learning, and reflective learning. The seven development principles initiated by Johnson and Aragon are very important by considering that student engagement in the online learning process is the basic key that must be fostered through services that emphasize the differences of each student and give attention to the potential aspects and entry behavior of each student. Therefore, it is very important in an online discussion forum and giving feedback on the tasks done by students to be done individually so that they are motivated and actively involved in knowledge exchange with other lecturers and students.

Another example, the design of online learning was also developed by Fisher (2003). Fisher (2003) asserts that in developing online teaching materials, “… we have to work toward developing a strategic pedagogical model for our specific online learning environment” (p.21). For this purpose, Fisher has set nine steps as follows: (1) selecting learning goals, (2) selecting readings, (3) developing and posting syllabus courses, (4) creating lessons, units, or modules, (5) identifying what would be useful for students, (6) answering, does the learner have to “produce” anything? What would be the most effective way for students to demonstrate the information they have learned? (7) providing a forum for interaction, (8) providing learning guidance, and (9) planning for assessment. Looking at the nine steps put forward by Fisher, we can learn that the nine steps lead us to four things, which are related to what online learning assistance services should we develop? What material will we choose? What kind of technical skills and abilities should we have? As well as managing learning, what should we do so that managed online learning can deliver students’ learning success. Of course there are still many models and ideas developed by other writers whose findings are based on their own experiences and perspectives; for example Northrup (2001) developed “web-based interactive instruction” which was guided and given direction by Moore’s theory of interaction. Another example is ‘strategies for designing online courseware’ developed by Milheim (2004); ‘Supported evaluation of methodology for ICT learning: Enhancing and promoting quality through ‘change knowledge’ initiated by Charlier, Bonamy, and Saunders (2003); and “Building effective interaction in distance education” results of the thoughts of Flottemesch (2000). At the moment, the Community of Inquiry (MoI) model for online learning developed by Garrison and Archer (2007) is a learning model in networks that is widely adapted and adopted by distance education institutions.

From the experience of the author while learning things related to the development of the online learning model, the authors see that the model of developing online learning is generally based on at least five important variables, namely: development principles, goals, methods, conditions, and uses. The principles and goals of development will function as assumptions and values ​​that guide the development of designs and implement online learning. Methods (methods) related to the ways and stages that must be taken in learning to achieve the stated goals. Conditions refer to situations, circumstances, and capacities that will affect the management and implementation of online learning, and finally usability conditions where lecturers and students can easily use online learning technology that will be applied to the website user interface, and LMS platform. which we will use and related to other technical matters for the operation of online learning, student access, and ease in management management.

From the presentation and discussion related to online learning above, then what benefits and offers of Education programs can we develop in order to support the program to improve the quality of human resources in the country? To answer this question and consider the discussion that has been taking place, the offer of certification programs related to professional development programs (PDP) for the market segments of people who have worked (working people) is one of the attractive choices. Offering certification programs through development with what is called ‘micro-credentials’ is a strategic choice for cooperation in order to provide opportunities for citizens who need ‘recognition’. Besides that, at the same time the certification participant also had the opportunity to improve his professional abilities in the field of expertise he was currently in. Micro-credentialing is currently an interesting educational program which is being offered by several formal and non-formal educational institutions. In the future, the community’s need for education is not only focused on education that is ‘degree’ but also on ‘non-degree’ education in order to have special skills / competencies according to their individual needs.

 

Micro-credential and Digital Badge

Students constantly gain new skills, knowledge, and abilities from both formal and informal environments. Dynamics and demands for change, with high flexibility and supported by very rapid technological advancements, have given students the flexibility to be able to choose the place, time and method of learning. Studying formally in a college with a long period of time is no longer the only choice for gaining knowledge or finesse. Mastery of certain skills becomes something that is needed. This has led to the growth of educational institutions offering micro-credential programs.

Micro-credential is a program that offers certain competencies or expertise for students. After participants complete this program, either through courses, workshops, seminars, and other similar certification programs, they will get a digital badge that validates the skills, knowledge and abilities they have acquired.

There are several characteristics of the micro-credential program, including:

1. Competency-based: this program focuses on the skills and abilities of students who are practiced to measure their competencies.
2. Personalized: The selected program is based on the needs of students.
3. On-demand: Programs offered keep up with the times.
4. Shareable: Digital badges that have been obtained can be shared through various social media platforms.

Examples of micro-credential programs include:

• Humber college (Canada): Architecture Professional, Social Media (social media strategy, social media advertising, and monitoring & measuring social media),
• The State University of New York (USA): Advanced Information Literacy, Career Building with Languages, Child Advocacy Studies, Communication Campaigns, Understanding Diversity through Sociology, Medical Coding, Kitchen Competency, Introduction to Baking, Computer Game Design, Mobile Application Developer, Leadership,
• Universiti Sains Malaysia: E-Book Publishing for Beginners, Introduction to Flipped Classroom, Brief Introduction to the Models of Teaching.

Responding to the importance of competency improvement programs and the need for recognition of ownership of a competency in the context of the future global economy for the community, the collaboration in the implementation of certification programs involving several educational institutions is our strategic agenda going forward. This program will provide opportunities and benefits to grassroots communities, farmers, traders, farmers, fishermen, educators, and people who are entrepreneurs in various other sectors. The offer of this program is expected to help increase their capacity, play a role in economic activities on a broader scale.

 

Challenges and Expectations for Future Use of Digital Technology

Responding to the use of digital technology and the progress achieved in the ICT field as a whole on the one hand, and considering the role of online learning certification programs (blended and fully online learning) which will play an increasingly important role in the future, conducting education online in the country still faced with a number of problems. The main problems are related to, first, access to the network; not all citizens, especially those living in the border areas have access to the network. Secondly, the computer and internet literacy levels of both lecturers and the general public are still low. In the context of cyber learning, the technical mastery of the use of various technological devices is very important so that we can use the online learning services optimally. At present there are still many community members and some lecturers in universities who still have to be educated so that they can increase their capacity regarding internet-based education services.

Besides the two problems above, there are still key issues to consider such as the lack of support and service availability of lecturers / online tutors, management aspects, and online learning technical assistance (Rena, 2007), lack of ability to deliver learning material (Rashid & Rashid, 2012) and institutional support in helping students improve internet capabilities and computer literacy levels (Inglis, 2003; Hoosen & Butcher, 2012). Furthermore, it is also important to point out that in our country and in developing countries in general, online education in general is still burdened with the presumption of being the ‘second rate education’ (McIsaac & Gunawardena, 2001), resulting in the stigma that online education institutions include distance education is considered as a lack of quality education service providers (Stella & Gnanam, 2004). The main issues and challenges are very interesting for us to study. In what way can online learning improve the quality of the curriculum and support student learning productivity? What philosophical assumptions should be built so that online learning that we will develop is useful and meaningful for students? Referring to the online learning model developed by Garrison and Archer (2007) ‘s Community of Inquiry (CoI) Model, it is important for us to study, what strategies and approaches should we do so that students feel our presence as tutors (teaching presence) ? What kind of activities should tutors and students do so that they can jointly construct a cognitive presence?

Furthermore, related to online learning which is characterized by the separation between educators and students, what kind of online presentation model can bring social presence so that geographically separated students are protected from feeling isolated and lonely from their academic relationships with lecturers / tutors and other participants? It is very interesting to study how to move the academic atmosphere that normally occurs in classrooms can be presented in an atmosphere of learning in cyberspace through a display on a computer screen. The author sees that the development of online learning presentation materials tends to be based solely on practical heuristic experiences and is less mobilized and given direction by adequate theoretical foundations of education and lacking in looking at models and theories of online learning that have been developed by experts. The use of relevant educational theories and studies of online learning models designed specifically by educational figures is very good to use. These educational theories will provide guidance and assistance to us in developing a good online tutorial service model. These theories will support us in building the conceptual framework of the online learning activities that we will take.

Besides the problems and challenges mentioned above, another thing that according to the author is important we must understand together is the need for our caution in deciding the mode of online learning assistance services. One of the elders of distance education such as Moore and Kearsley (2012) reminded that it is often the case that a university is in a hurry trying to provide online learning services. They develop teaching materials online without considering whether the instructional design is right or not with the characteristics of the subject and relevant and helps students learn achievement. Moore and Kearsley (1996) further assert that ‘… instructional process distance education is much more complex than simply integrating technology in a conventional classroom ‘(p. 16). The use of ICT for online learning, especially in developing countries such as Indonesia, is very challenging because ICT pedagogy must consider aspects such as student background, technology literacy, access points, and other infrastructure in the region. Equitable efforts and expansion of coverage through online services in Indonesia are still constrained by these issues. Addressing the problem, Koontz, Li, & Compora (2006) suggest that careful planning and a systematic approach to adopting technology are essential to ensure the learning assistance services that we develop are relevant and meet student needs according to social change and cultural dynamics that continues to grow in the midst of society.

Finally, from the overall discussion about the use of digital technology and how to integrate the technology for the benefit of the certification program that we are devising in the future, we can draw the conclusion that the integration and use of ICT in the learning process is very important in order to meet the demands and dynamics of society in the future. Integrating ICT in the learning process and increasing competence is now one of the strategic programs that the Government will take in order to improve the quality of Indonesia’s human resources. Integration of digital technology in the process of education and training both in universities and other educational institutions to become new needs in order to increase the reach and expansion of access to higher education for all citizens, making higher education open to all.

The process of globalization will continue to move; no region can avoid global trends. Development of learning assistance services must anticipate these global trends, especially in the context of preparing quality human resources so that they can be aligned with other developed nations. However, we must formulate and implement the policy on online learning education services carefully, carefully, while prioritizing the interests and needs of the community. Innovations initiated in implementing various models of online learning services must be directed in order to support the success of Government programs and fulfill community needs. Considering, a number of advantages in the use of ICT in the education process are very important for us (academic staff, administrators, policy makers, and researchers) to jointly think about how we can integrate the progress achieved in ICT in the implementation of education that is truly beneficial to the wider community, increasing the capacity of Indonesian human resources so that they can be in line with other developed nations.

 

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