See discussions, stats, and author profiles for this publication at: https://www.researchgate.

net/publication/329223239

Online Learning: Leading e-Learning at Higher Education

Preprint · November 2018

CITATIONS READS

0 1,893

1 author:

Mutiara Ayu
Universitas Teknokrat Indonesia
14 PUBLICATIONS   183 CITATIONS   

SEE PROFILE

Some of the authors of this publication are also working on these related projects:

Sriwijaya University View project

All content following this page was uploaded by Mutiara Ayu on 03 July 2020.

The user has requested enhancement of the downloaded file.

47 The Journal of English Literacy Education, Vol. 7, No. 1, May 2020, pp.47-54
P-ISSN 2355-7486, E-ISSN 2621-4512

ONLINE LEARNING: LEADING E-LEARNING AT HIGHER EDUCATION

*Mutiara Ayu1
corresponding author’s email mutiara.ayu@teknokrat.ac.id
English Education, Faculty of Literature and Education,
Universitas Teknokrat Indonesia, Indonesia

Received: May 4, 2020

Published: May 28, 2020

Abstract: In the 'Information Age' where the demand of knowledge raises, the
students are expected to retrieve more information to support and develop their
learning process. Some universities have progressively opened up to the
opportunity of e-learning concept, and they are currently integrating e-learning
in their teaching to accommodate the diverse need in learning and providing
more interactive materials that allow easy access to information. E-learning has
the potential to transform the way of teaching and studying across the board. It
can develop standards, and improve involvement in learning. This cannot
substitute teacher or lecturer role, but in addition to existing methods it can
develop the quality and decrease the time spent. This study is to explore
learners‟ and lecturers' perceptions towards e-learning and how to deliver
classes without face-to-face meetings at higher education by using an
exploratory research approach. The findings showed that technical preparations
are needed prior to e-learning and emphasized on the importance of using
localized examples and cases for class discussion. The results also suggested to
enhance the curriculum and raise standards at the lecturer level on various
specific aspects, such as materials and activities.

Keywords: e-learning, information, higher education

How to Cite: Ayu, M. (2020). Online learning: Leading e-learning at higher education. The
Journal of English Literacy and Education, 7(1), 47-54.

INTRODUCTION
In recent years, internet has revolutionized the way we work and is now ready to
change education since it is adopted and further developed as a means of
communication. Academics have realized its vast potential as a learning tool and
several universities have become increasingly passionate about the possibility of
online learning to provide accessible and up-to-date education to all ages and social
backgrounds, regardless of time and place. Elango et. al. (2008) have argued that the
internet is the only way education can break down barriers to injustice, provide
opportunities for young people to truly become 21st century learners, and enable
them to learn in ways that meet their learning needs and styles. And to accomplish
this, teachers are the key to apply technology to give students the opportunity to learn
anything, anytime and anywhere.
Ayu, Online Learning: Leading E-Learning at Higher Education 48

In this information age where the students are required to obtain the need for
increasing knowledge, internet is seen as the key to provides access to more
information, and allows them to use their own initiative to find it. 'e-Learning' is
considered by many to be the only viable solution to the problem of sending the
resources needed to facilitate lifelong learning (European Commission, 2010).
According to OECD (2005), e-learning refers to the use of information and
communications technology (ICT) to enhance and/or support learning in tertiary
education. E-learning is also believed to help improving students‟ computer literacy
and the skill needed when they start working (Addah, 2012).
E-learning could include a varied kind of systems, from students use e-mail or
access course work on line. In Fang‟s (2007) study on what Singaporean polytechnic
students find useful, enjoyable and effective in their e-learning experience, the study
found that "Younger Singaporeans who had been exposed to widespread use of
computers in school, at home and in society did enjoy Cyber Culture among other
activities." Similarly in Al- Fadhli‟s (2008) study Kuwaiti students found e-learning
to be better than the traditional way of teaching and that e-learning is more enjoyable
compared to the traditional method.
However, current theories and practices in e-learning are not simple or coherent,
which means that the application of this solution occurs irregularly, randomly, and
with varying degrees of success. Despite the enthusiasm and commitment shown by
academics and teachers, there is still a lot of apathy, confusion and skepticism about
e-learning among students (Chapman, Masters, and Pedulla 2010). Although most
recognize that e-learning has the potential to improve learning and learning
experience at all levels, many feel that the current shortcomings are still too big to do
so many things.
With the growing importance of lifelong learning, e-learning has become a
popular tool which is well received by 21st century learners. Kasworm (2011) agreed
that e-learning allows flexibly in learning and accessing materials according to
students‟ needs and provides more interactive materials that allow easy access to
information and feedback from students. Presently, some universities have integrated
e-learning in their teaching to accommodate the diverse need in learning (Turney et.
al, 2009).
In Indonesia, the development of e-learning or online education is now in a quite
encouraging stage. At present there are quite a number of universities that make
learning innovations using information and communication technology, including
UT, UI, ITS, UGM, ITB, IPB, Universitas Teknokrat Indonesia and many others. In
addition, the development of e-learning is also increasingly visible with the existence
of the Kemenristekdikti Online Learning System (SPADA) and Student Centered e-
Learning Environment (SCELE). As a result, teaching and learning activities can be
done remotely and more digitally. This can be realized based on Minister of
Education and Culture Regulation No.24 of 2012 concerning the Implementation of
Distance Education by Universities.
This paper aimed at giving a general overview of the extent to which e-learning is
being used in one of private university in Lampung, how it was used and its potential
and pitfalls. It also examined e-learning from the point of view of students and
lecturers.
49 The Journal of English Literacy Education, Vol. 7, No. 1, May 2020, pp.47-54
P-ISSN 2355-7486, E-ISSN 2621-4512

METHODOLOGY
The study was to explore learners‟ and lecturers' perceptions towards e-learning
and how to deliver classes without face-to-face meetings in tertiary education. In
achieving this aim, an exploratory research approach was adopted.

Design and Procedures

The study was conducted in a private university in Lampung. Two online Reading
courses were designed using online platform (SPADA). The first course was taken
by first year student (N=18) and the second course was addressed to second year
student (N=17). They attended the courses once a week for six weeks. All courses
were conducted online without face-to-face meeting. They are also given e-learning
materials including learning contracts, power point slides are between 10 to 15
minutes in length, study guides, and example. The online activities include online
forum discussions, individual and group-based assignments. Online quiz and practice
were designed in each course to evaluate SPADA as an assessment tool. At the end
of the course, they were invited to participate in a survey and a focus group
discussion. They were asked to respond to a questionnaire using Likert scale (where
5 strongly agree, 4 agree, 3 neutral, 2 disagree, and 1 strongly disagree). Open ended
questions and free responses were used to assess areas of weakness and strength in
SPADA and e-learning.

Data Collection and Data Analysis

A questionnaire focusing on the students‟ perception about e-learning which was
tested for internal validity was given to them. The questionnaire was designed in two
parts, that is, the students perception concerning to e-learning materials and students‟
perception relating to e-learning activities. The responses were collected from the
students along with their suggestions. Then, data entry and analysis were done using
SPSS. In order to answer research questions, descriptive statistics were calculated.

FINDINGS AND DISCUSSION

Learners’ perceptions of e-learning materials
The findings on learners are divided into three sub-sections, the materials, the
activities and the learners. Among the 35 adult learner respondents, 57.47% of them
are female and 42.53% are male. Majority of them (60.04%) are between the ages of
18 to 20, 37.68% are between 21 to 23 years old and only 2.28% are above 23 years
old.
In the survey, the students were first asked whether they agree with the statement
that “The following learning materials are helpful in my learning”. Table I shows the
learners perception of the helpfulness of the e-learning materials. None of them
chose the “strongly disagree”. The result shows that most of the students perceived
the various e-learning materials provided to be rather helpful. Among the e-learning
materials, all respondents agreed that the textbook is helpful and 97.37% of them
thought that online lectures are helpful. For learning contract (91.43%) and, close to
90% of the respondents chose “agree or strongly agree” options. However, about
26.31% of the respondents had some doubts about the helpfulness of e-textbooks.

The students were enthusiastic when learning because teaching materials or

materials were easily accessed online and were relevant for use. The material
Ayu, Online Learning: Leading E-Learning at Higher Education 50

uploaded allows independent learning. This is in accordance with the characteristics

of e-learning in tertiary institutions according to Elyas (2018) which states that e-
learning using self-learning materials is stored on a computer so that it can be
accessed by lecturers and students anytime and anywhere if the person concerned
requires. This opinion is supported by the opinion of Lin and Lin (2015) stating that
e-learning can be seen as an innovative approach to provide well designed, student
centered, interactive, and facilitate learning environments to anyone, anywhere,
anytime by utilizing the characteristics and resources of various digital technologies
for learning materials.

Table 1. Helpfulness of e-learning materials

Material Diagree Neutral Agree Strongly Agree
Textbook 0% 0% 58.97% 41.03%
E-textbook 5.26% 21.05% 57.89% 15.79%
Learning contract 2.86% 5.71% 42.86% 48.57%
Online lecturers 3.57% 0% 65.79% 31.58%

Based on the qualitative responses through focus groups, the researcher identified
characteristics of e-learning materials that respondents are satisfied with and areas
where improvements are needed. First of all, the qualitative responses further
confirm some of the survey findings. For example, many expressed their satisfaction
towards online lectures. One of the comments was, “The online study unit…. let us
experience the wonder of multimedia lecture”. Another mentioned that “Recorded
explanations of topics covered are very useful. Students will be able to log into the
website to learn at their own available time”. At the same time, some also pointed out
that although the online lectures are useful, some improvements needed to increase
its efficiency and effectiveness.
Some of the suggestions include providing downloadable slides with scripts;
creating more lively presentations and technical issues such as the clarity, speed and
volume of voice. One commented that “If these could be streamlined then that would
improve the course materials”. Some mentioned that they found that the learning
contract is sufficient to give a clear explanation related to the course.

Learners’ perceptions of e-learning activities

In the survey, the student participants are then asked whether they agree with the
statement that “The following learning activities are helpful in my learning”. Table II
tabulates the learners‟ perceptions of the e-learning activities. The result shows that
majority of the participants perceived the e-learning activities provided to be rather
helpful. All participants agreed that case study is a useful e-learning activity.
Students looked enthusiastic when working on assignments and collecting
assignments because the work process was done online and the collection process
was also online via a link or google form so it saved costs. This is in accordance with
the opinion of Kučírková (2012) which stated that the use of information technology
allows teaching to students more efficiently and can reduce the cost of time and
energy and make it easier to connect with students in academic matters.
51 The Journal of English Literacy Education, Vol. 7, No. 1, May 2020, pp.47-54
P-ISSN 2355-7486, E-ISSN 2621-4512

Tabel 2. Helpfulness of e-learning activities

Activities Strongly Disagree Neutral Agree Strongly
Disagree Agree
Individual assignment 0% 0% 8.33% 50% 41.67%
Group assignment 0% 3.57% 14.29% 50% 32.14%
Forum 3.57% 3.57% 17.86% 50% 25%
Quiz 0% 5.26% 5.26% 68.42% 21.05%
Case Study 3.57% 0% 65.79% 31.58%

Unluckily, there were some students encountered some difficulties related to

online learning environment. They felt online learning did not really help them
understand learning material more easily because they experienced the learning
environment in online lectures did not support the learning atmosphere. For example,
in face-to-face lectures, if students have difficulty understanding the material, then
the student can ask questions directly to the lecturer or other students. And if the
student still doesn't understand, then he can keep asking questions until he
understands. But this is hard to happen in online lectures. They argued that the
learning environment in face-to-face lectures is more fun and more helpful in the
learning process.
Moreover, the students provided many suggestions of improvements. Forum is the
most mentioned topic among all the e-learning activities. Majority of the students
indicated that forum may be useful when there is system consistency, sufficient and
technical support. The suggestions on forum include: lecturer should set some house
rules, e.g., relevant comments only and lecturer should try to bring the discussion
back to the theoretical models. One typical comment was “I think forum can be
livelier to encourage participation and to engage students”. They also mentioned that
forum is useful consultation tools. Unfortunately, some students prefer responding to
questions and discussion directly rather than via online. According to them, by
answering a question directly, they will get a direct response from both the lecturer
and other students. In contrast to answering online, the responses given require time.
However, many studies have shown that students need to increase the level of
their technological and communication skills to be able to benefit significantly from
the opportunities offered by e-learning. The lack of confidence and experience in
using technology might be extra obstacle for other students. In e-learning process,
students work independently and some students might find it difficult to understand
their contents, due to the lack face-to-face contact with lecturers and other students.
Consequently, in order to appropriately progress and successfully use all e-
learning tools to effectively access online information, some students need the
necessary hardware and self-regulatory behaviours skills. Oliver (2014) contended
that self-regulatory behaviours include the ability to set goals, to effectively manage
time, to solve problems on one‟s own, and to know when to seek advice from
instructors. Certainly, e-Learning would increase the motivation and engagement of
students for learning and help them to become self-directed independent learners. On
the one hand, teachers need to develop and restructure their courses in a way that
suits online requirements.
Ayu, Online Learning: Leading E-Learning at Higher Education 52

E-learning lecturers perspective

A focus group discussion was conducted with the six lecturers. Regarding to the e-
learning materials, the lecturers commented that the textbooks were easier to follow.
They also commented that although textbook publishers usually provide pre-existing
online lectures, they do not cover all the learning outcomes. Thus, they suggested
that recording lectures and ensure all materials are in line with each other.
Regarding the e-learning activities, the lecturers were concerned about the low
participation rate, especially for forum discussion. They suggested incentives to
encourage participation. They also recognized the difficulty in online environment.
One typical comment was it is difficult to engage students in the discussion. Not able
to control students well. Students are easily distracted.

The advantages and disadvantages of implementing e-learning

The implementation of e-learning in the subject of reading in the Department of
English Education has several advantages. The log-in process is very easy for
students because log-in is done by filling in the admin ID and immediately entering
the password so that the log-in is done simply. According to Elyas (2018), the
requirement to develop e-learning is to use a simple principle that is to facilitate
students in utilizing existing technology and menus, with ease on the panel provided,
the learning time of participants will be more efficient.
Based on interviews with some students stated that the advantage of implementing
e-learning is that it makes easier for students to obtain material clearly because there
are material downloading features so that the material used is readily available and
relevant for use. This is in accordance with the benefits of e-learning learning
according to Fang (2007) which states that e-learning learning can simplify and
increase the time of interaction between students and learning materials, as well as
facilitate the improvement and storage of learning materials. The material presented
in the form of soft files making it easier for students to access. In accordance with the
opinion of Oliver (2014), the benefits of using e-learning are students can also share
information and access teaching materials any time and repeatedly, with such
condition students can further strengthen their mastery of learning materials.
Based on the results of group discussion about the task submission process, the
task submission through e-learning is not in accordance with the specified deadline
or the task submission becomes slow because it is not scheduled and is not monitored
face to face. This is in accordance with the opinion of Elyas (2018) which states that
the formal delivery of tests or assignments must be done according to the specified
schedule, so assignments must be demanded so that they are given on a scheduled
deadline.

CONCLUSION AND SUGGESTION

Conceptually, this study provides the understanding of e-learning perceptions of
learners within the higher education level. The results suggest that technical
preparations are needed prior to e-learning and infrastructure needs to be improved.
The findings also emphasize on the importance of using localized examples and
cases for class discussion. The practical implications include strategic planning by
the management and enhancing the curriculum and raising standards at the lecturer
level on various specific aspects, such as materials and activities.
53 The Journal of English Literacy Education, Vol. 7, No. 1, May 2020, pp.47-54
P-ISSN 2355-7486, E-ISSN 2621-4512

REFERENCES

Addah, J. 2012. Computer literacy and E-learning: Attitudes among first year
students in a Ghanaian medical school. International Journal of Computer
Applications, 51, 22.Al-Fadhli, S. 2008. Students‟ Perceptions of E-learning
in Arab Society: Kuwait University as a case study. E-Learning, 5(4).
Chapman, L., Masters, J and Pedulla, J. 2010. „Do digital divisions still persist in
schools? Access to technology and technical skills of teachers in high
needs schools in the United States of America‟. Journal of education for
teaching, 36(2).
Elango, R., Gudep, V. K and Selvam, M. 2008. „Quality of e-Learning: An
Analysis Based on e-Learners‟ Perception of e-Learning‟. The Electronic
Journal of e-Learning, 6(1).
Elyas, A. 2018. Penggunaan Model Pembelajaran E-Learning Dalam Meningkatkan
Kualitas Pembelajaran. Jurnal Warta, 56
European Commission. 2010. „The Key Competences for Lifelong Learning‟ – A
European Framework, Official Journal of the European Union.
Fang, L. 2007. „Perceiving the Useful, Enjoyable and Effective: A case study of the
e ‐learning experience of tertiary students in Singapore‟. Educational Media
International, 44(3).
Kasworm, C. 2011. The influence of the knowledge society: trends in adult
higher education. Journal of Continuing Higher Education, 59.
Kučírková, L. 2012. A Comparison of Study Results of Business English Students
in e-learning and Face-to-face courses. Journal on Efficiency and
Responsibility in Education and Science, 5(3).
Miyazoe, T., & Anderson, T. D. 2010. The interaction equivalency theorem.
Journal of Interactive Online Learning, 9(2), 94–104.
Lin, E., & Lin, C. H. 2015. The Effect of Teacher-Student Interaction on Students ’
Learning Achievement in Online Tutoring Environment. International
Journal of Technical Research and Applications, 22(22), 19–22.
OECD. 2005. E-learning in Tertiary Education: Where Do we Stand?. Paris
Oliver, M. 2014. Online learning helps prepare pupils for university.
Education Journal, 218, 12–15.
Parves, S., & Ho Yin, W. 2013. Antecedents and consequences of service
quality in a higher education context: A qualitative research approach.
Quality Assurance in Education, 21(1), 70–95.
Peltier, W. J., Schibrowsky, A. J., & Drago, W. 2007. The interdependence of
the factors influencing the perceived quality of the online learning
experience: A causal model. Journal of Marketing Education, 29(2), 140–
153.
Turney, CSM., Robinson, D., Lee, M and Soutar, A. 2009. „Using technology to
direct learning in higher education: The way forward?‟ Active Learning in
Higher Education, 10(1).
Yilmaz, R. 2017. Exploring the role of e-learning readiness on student satisfaction
and motivation in flipped classroom. Computers in Human Behavior, 70.
 Ayu, Online Learning: Leading E-Learning at Higher Education 54

About the Author:

Mutiara Ayu, S.Pd., M.Pd, an English Lecturer in Universitas Teknokrat Indonesia
who has a strong willing to upgrade herself with challenging researches concerning
to English language teaching, Reading Comprehension, English for Specific
Purposes, Teaching English for Young Learners, English Textbook Evaluation and
E-learning.

View publication stats