Integrated E-Learning Implementation at University Learning Process

Sri Yuliani

and Dicki Hartanto

Universitas Islam Riau, Pekanbaru, Indonesia

Universitas Islam Negeri Sultan Syarif Kasim, Riau, Indonesia

Keywords:

Integrated E-Learning, University Learning Process.

Abstract:

Even e-Learning application in some universities in Riau has began in 2010, but in learning practice, the

eLearning has not been done with integration with other methods. Therefore, the study was interested to be

done. The study was conducted at 2 universities in Riau in 2018. The sample of study was the students

followed e-Learning. The sampling technique was purposive sampling. From the ﬁndings, it is seen that the

application of distance education or e-learning during the processes of learning in both universities were still

limited. From the interviews, the students’ opinions were summarized as follows: 1) To provide appropriate

materials in the e-learning, 2) To offer more variations in e-learning, 3) To add more attractive images, 4) To

integrate the e-learning in learning processes 5) To announce information about activities in the university, 6)

To add words and video of motivation, 7) Each material should be attributed to applied context. The integrated

design of e-learning in the university is proposed to be implemented in both university with the steps of

integrated e-learning that can be divided into 3 steps as below: 1) Preliminary 2) Progress and 3) Evaluation.

In supporting the e-learning integration, the facilities and methods required were identiﬁed.

1 INTRODUCTION

The implementation of ICT (Information and

Communication Technology) recently grows so

rapidly. Even, the current ICT utilization has

developed to various areas such as economic, social,

trade, agriculture, education and other areas. This

phenomenon is increasingly recognized inseparable

from the belief in the beneﬁts perceived by the public

in assisting the tasks and activities undertaken. When

the use of ICT in the 2000s was considered a new and

luxurious, but currently, ICT is no longer like that

happened 10-15 years ago. From the people in the

village to the city, from lower education to university

is very dependent and really need this ICT utilization.

From various usage of ICT, browsing activity may

be one of the most common Internet activities

performed. By browsing, an internet user will obtain

the desired text. Off course, an administrator (usually

abbreviated admin) of e-learning course can see the

potential of research in e-learning. But they are not

alone. People who have used the Internet also (or

using e-learning) can see the potential of the research.

The emergence of e-learning research is still virtually

new, because it is the advent of e-learning is also

crowded not until a dozen of years.

Presently, the number of universities that have

implemented Distance Education or e-learning is

still very minimal. From total 4,741 universities

in Indonesia, only 15-20 campuses of them have

already applied the online lectures. ”How many of

the 4,741 tertiary institutions, about 15-20 universities

have already implemented e-learning,” said Minister

of Research, Technology and Higher Education,

Mohamad Nasir after the ceremony commemorating

the 2019 National Education Day, on University of

Indonesia (UI) campus, Depok, Thursday, May 2,

2019.

The lecturers preparation is not only done through

training, but also grouping or clustering. From the

results of FGD, the next stage is training the campus

to prepare studio infrastructure. ”The next is the

online lecture system, later the lecturers and later

we will coordinate the chancellors in universities

in Indonesia,” Nasir concluded. The Ministry of

Research, Technology and Higher Education targets

an increase in the higher education gross enrollment

rate (APK) of 50 percent in the next ﬁve years. In

addition to continuing to run lectures on conventional

(face-to-face) courses, the target will also be boosted

by increasing the application of Distance Education

or e-learning in universities.

458

Yuliani, S. and Hartanto, D.

Integrated E-Learning Implementation at University Learning Process.

DOI: 10.5220/0009390604580464

In Proceedings of the Second International Conference on Social, Economy, Education and Humanity (ICoSEEH 2019) - Sustainable Development in Developing Country for Facing Industrial

Revolution 4.0, pages 458-464

ISBN: 978-989-758-464-0

In general, we should understand on what the e-

Learning is in fact. e-Learning is a distance learning

which use technology, network of computer and or

Internet. e-Learning makes possible the learners to

learn through computers in their respective places

without having to physically go to follow lessons /

lectures in class. e-Learning often understood as a

form of web-based learning that can be accessed from

the intranet on a local network or the Internet.

Although the appplication of e-learning systems

that exist today are very varied, but all of it is based

on a principle or concept that e-learning is intended

as a distribution of learning materials through media

of electronic or the Internet, so that students are able

to access them anytime from around the world. The

characteristic of learning with e-learning is to create a

learning environment that is ﬂexible and distributed.

The ﬂexibility became the key word in the e-learning

system. Students become very ﬂexible in choosing

the time and place to study because they do not have

to come in somewhere at a certain time. On the other

hand, the lecturer can renew its learning materials

anytime and from anywhere. In terms of content, the

learning material can be made very ﬂexible ranging

from text-based lecture material to material that is

loaded with multimedia components.

The quality of learning with e-learning was also

very ﬂexible or varied, which could be worse or better

than face-to-face learning system (conventional). To

get a good e-learning system is needed a good

design as well. The distributed learning refers to

learning in which teachers, students, and teaching

materials situated in different locations, so that

students can learn anytime and from anywhere they

are. In designing e-Learning systems, we need

to consider two things, namely the participants

or students who become targets and the expected

learning achievements. An understanding of the

learners is very important, namely, among others, the

expectations and their goals in a follow e- learning,

the speed in accessing the Internet or a network,

bandwidth limitations, the cost for Internet access,

as well as background knowledge concerning the

readiness of the following study. To understand

the outcomes of learning required to determine the

material scope, learning achievement assessment

framework, as well as prior knowledge.

From the research of the KTP students, the

readiness of PSB course participants in e-Learning

are as below : 1). Quite adequate utilization of

IT experience to follow e-Learning, but there was

still 7% who did not have sufﬁcient experience,

2). Accessibility of technology usage has a great

achievement of 70%, but the rest of 30% is still

limited in accessibility, 3). IT-based learning

habits of students were adequate, but there were

14% of students that were not used to learn by

utilizing IT, 4). Online learning preferences of

students shows that 19% of students prefered the

conventional way. From the results, it deserves to be

utilized as a communication option that complements

the traditional classroom, but still requires the

consistently development, where it is visible on the

side of the design that was quite feasible used but it

was only in the good criteria (75%). In the aspect

of media display, it’s categorized as good (74%).

Speciﬁcally from the aspect of media, the usage

of images and videos that were relevant to support

the presentation improved the quality of the web

signiﬁcantly (Pujiriyanto, 2010).

E-Learning application in the universities in Riau,

Indonesia varied based on facility and supported

policy in each university. In UIN Sultan Syarif

Kasim Riau as a state university in Riau, e- learning

had initiated with workshop and training provided

to lecturers from 2010 to 2014, while in Universitas

Islam Riau had started e-learning from 2015. In

fact, there are still small number of lecturers that

apply it in the process of learning. To encourage the

achievement of the vision and mission of university

and study programs, they should be formulated in the

Strategic Plan of each university, therefore e-Learning

and its implementation for the lecturers and students

to face 4.0 Industrial Era are very urgent to be applied.

Therefore this study is very interested to be done by

the universities in Indonesia, especially in Riau.

2 LITERATURE REVIEWS

Yusuf (2005) explained that the education has been

inﬂuenced by ICTs, that have undoubtedly given

the effects on the teaching, learning, and research.

Then Al-Ansari (2006) had the opinion which a

lot of researches have proven the beneﬁts to the

education quality. ICTs provide the potential to

innovate, accelerate, enrich, and deepen the skills, to

motivate and engage the students, to help experiences

of the schools to work practices, create economic

viability for tomorrow’s workers, as well as to

strengthen teaching and helping schools change

(Davis and Tearle, 1999; Lemke and Coughlin,

1998; cited by Yusuf, 2005). Then Jhurreev

(2005) declared that so many has been declared

and reported about the technology effects, especially

computers, in education. In the ﬁrst, the computers

were used to teach computer programming but the

development of the microprocessor in the early 1970s

Integrated E-Learning Implementation at University Learning Process

459

saw the introduction of affordable microcomputers

into schools at a rapid rate. The computers and

applications of technology became more pervasive in

society which led to a concern about the need for

computing skills in everyday life.

New Media Consortium (2007) states that ICT

gives an entirely new learning environment for

students, thus requiring a different skill set to be

the successfulness of critical thinking, research,

and evaluation skills are growing in importance as

students have increasing volumes of information from

a variety of sources to sort through. ICT is changing

teaching and learning processes by adding elements

of vitality to learning environments including virtual

environments for the 6 purposes. ICT is a potentially

powerful tool for offering educational opportunities.

It is difﬁcult and maybe even impossible to imagine

future learning environments that are not supported,

in one way or another by ICT.

E-learning is learning that is structured with the

aim of using electronic or computer system that

can support the process of learning (Michael, 2013),

while according Chandrawati (2010) e-Learning is a

distance learning process by combining the principles

of the learning process technology. Ardiansyah

(2013) deﬁnes e-Learning as a learning system

that is used as a tool for teaching and learning

process is carried out without having to come

face to face directly between teachers and students.

According (Heinich et al., 2005), e- learning can

often be done in a live, face-to-face teaching and

learning is called blended or mixed (hybryd learning).

Likewise, e-Learning is intended to complement

online learning, not for conventional learning.

The characteristics of E-learning based on the

opinion of Nursalam (2008: 135) are described as

follows:

• To utilize the electronic technology service.

• To utilize the computer advantages (digital media

and networks of computer)

• To use the teaching materials which is

independent (self-learning materials) and then

stored in the computer, so it can be accessed by

the lecturers and students anytime and anywhere.

• To use the schedule of learning, curriculum,

learning progress results, and all matters related to

the education administration can be checked any

time on the computer.

E-Learning in a broad sense can include the

learning that are available in electronic media

(internet) either formally or informally. E-Learning

formally, for example learning with the curriculum,

syllabus, subjects and tests that have been organized

and prepared on a schedule agreed upon relevant

parties (manager of e-Learning and learners

themselves). The learning like these are usually

high level interaction and required by the company

to its employees or distance learning managed

by universities and companies (usually consulting

ﬁrms) which are usually engaged in the e-Learning

provision to the public (Rahmasari and Rismiati,

2013).

According to Pranoto et al (2009: 309) that some

of the beneﬁts of learning E-learning can be described

as follows:

• The e-learning utilization to support the

implementation of the learning process can

improve the students absorption on the material

being taught.

• Increasing the active participation of students.

• Improving the self-learning ability of students.

• Improving the quality of teachers and training

materials.

• To improve the ability to display information

with information technology devices, where the

devices are very difﬁcult to implement.

While related to integrated e-learning, the study

of Geoffrey Kituyi and Irene Tusubira (2013)

concluded that the requirements for the integration

of e-learning and other learning methods were

identiﬁed as the use of projectors, mixing face-to-

face and e-learning, harmonizing course content

for elearning and face-to-face during design phase

and incorporation of 3D pictures in face-to-face.

In addition, the use of videos, audio tapes, guest

lecturers, textbooks and other reading materials and

training were also suggested as requirements for

successful integration of e-learning. These ﬁndings

agree with Kanovsky and Or-Bach (2001); Raja

(2004; O’Neill et al, (2004).

3 METHODS

3.1 Location, Sample, Sampling

Technique and Instruments

Research was done at the State Islamic University

(UIN) of Sultan Syarif Kasim Riau and Universitas

Islam Riau in 2018, Pekanbaru.

Data was collected with purposive sampling in

both university. population was restricted to students

who had been studying in this college at least for 2

year, so that they can provide objective opinions and

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460

judgments and unreliable about the implementation of

e-learning in learning processes.

The research instruments used in this study were

Interviews, observations and documentations from

the universities in Riau.

3.2 Research Steps

The steps performed in this study are as follows:

• Preparation: theoretical frameworks and research

instruments

• Development: Design Development of integrated

e-Learning

• Application of e-Learning: integrated e-Learning

Application

• Model of integrated e-Learning based on

interviews and observations.

• Conclusion: Summing up the ﬁndings of research

3.3 Data Analysis

The data was analyzed descriptively after the

observations and interviews done. According to Agus

Irianto (2004) that even descriptive research results

are simple, but the user of this simpliﬁcation can take

the meaning of the data. The assumption that this

would cast doubt not always true, because there is the

possibility of the nature of existing data can only be

analyzed descriptively.

Procedures of analysis began with the descriptions

of e-learning implementations in both universities

with their own characteristics. Then, the proposed

model of integrated e-learning is submitted as the

future model of integrated e-learning that can be

applied in each university.

4 FINDINGS AND DISCUSSION

4.1 Research Findings

From all the descriptive statistical analysis obtained in

the study, then the researcher subsequently provided

conclusions and discussions related to the data that

was generated. Discussion and conclusions obtained

were followed or supported by the theories that have

been constructed by the researchers associated with

the discussion.

In addition to the existing theory, researcher also

included some information or additional information

obtained from the students or respondents’ opinions

about the role of higher education in general. The

application of ICT through e-Learning at UIN Sultan

Syarif Kasim Riau is done as follows:

• 1) E-learning UIN Suska Riau is implemented

with integrated online learning paradigm using

the LMS (Learning Management System) which

is very well known “Moodle”.

• The system of e-learning has been functioning as

being expected and can be accessed via the URL:

http://elearning.uin-suska.ac.id

• With e-learning system, the lecturers can manage

the learning material, namely: preparing a

syllabus for the course, uploading the learning

material, assigning tasks to the student, the

student receives a job, creating the tests / quizzes,

providing students’ scores, monitoring the activity

of students, interacting with students and other

lecturers through discussions in forums and chat

and others. In addition, students can access

information and learning materials, interact with

students and lecturers, conducting transactions of

lecturing assignments, taking tests / quizzes, and

so forth.

• E-learning at UIN Sultan Syarif Kasim Riau is

implemented by using LMS Moodle. LMS is

a software for creating course materials on-line

(web based), managing learning activities and

results, facilitating interaction, communication,

cooperation between lecturers and students.

• e-Learning with Google Classroom also has been

developed by PTIPD UIN Sultan Syarif Kasim

Riau to support learning processes with online

base.

Moodle is an open source LMS which can be

got freely through http://moodle.org. Moodle can

easily be used to develop an e-learning system. The

e-learning portal with Moodle can be modiﬁed as

needed. Currently there are over 28 thousand e-

learning sites in more than 186 countries developed

with Moodle (http://moodle.org/sites/). Meanwhile,

in Indonesia there are more than 157 sites developed

with Moodle elearning included in UIN Sultan Syarif

Kasim Riau.

The designed e-Learning in UIN Sultan Syarif

Kasim Riau can be found as below :

Universitas Islam Riau (UIR) has been carrying

out an E-Learning program since 2015, but has

not been implemented effectively. E-Learning is a

computer electronics that gets learning materials that

are suitable for their needs and delivered teaching

materials to students using internet media, or other

computer network media.

Integrated E-Learning Implementation at University Learning Process

461

Figure 1: E-Learning with Moodle in UIN Sultan Syarif

Kasim Riau

Figure 2: Implementation of e-Learning for all faculties in

UIN Sultan Syarif Kasim Riau

The purpose of UIR is to implement E-Learning

to improve the quality of lecturers in providing

learning, making it easier for students to understand

the material and assignments given by the lecturer

because they have been informed from the beginning.

So that the classroom atmosphere becomes more

active.

E-learning implemented in Universitas Islam Riau

with integrated online learning paradigm is described

as below :

• Implementation was done by each faculty with

various methods

• Lecturers and students must have an UIR email.

UIR email can be registered at sikad.uir.ac.id

on the email registration menu provided like

edu.uir.ac.id for the lecturers and student.uir.ac.id

for the students

E-Learning application is intended for all lecturers

and all ﬁelds of study. For this reason, UIR needs

to make various efforts so that this system can be

implemented such as making internet shops so that

students who do not have laptops can also take part

in this program. ”By implementing this system,

the lecturers in the class are only facilitators both

theoretically and pragmatically. ”Field issues and

empirical data can enrich students and lecturers

in conducting discussions and there are still many

obstacles faced such as lecturers who are still

stuttering technology and students who do not have

facilities such as laptops and UIRs themselves do

not have large capacity servers to accommodate this

system so that communication is smooth and not

slow,” said Deputy Rector I UIR, Dr. Nurman, S.Sos,

M.S (AKLaMASI on Friday 24/2/2017).

Figure 3: E-learning in FKIP UIR

Figure 4: E-learning in Psychology UIR

When interviewed about E-learning there

were students who disagreed like Putri Royantika

(Teaching and Education Faculty) and Nartiyani

(Faculty of Economics) on the basic reason

that the e-Learning system was complicated and

difﬁcult, while Desti Nur Anisa Sundari (Faculty

of Communication Sciences) if e-learning is

implemented it will make it easier to follow the ﬁelds

of study provided by lecturers and more closely

follow technological developments.

In recent years, UIN Sultan Syarif Kasim Riau

has continued to promote the development of ICT

in order to support the development of the quality

of teaching, administration and ﬁnance in supporting

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462

the effectiveness and efﬁciency of higher education

in order to support the achievement of the vision and

mission of UIN Sultan Syarif Kasim Riau, one of

which is related to the development of technology.

As for efforts in improving the quality and

academic services, UIN Sultan Syarif Kasim

Riau issued several strategic policies such as the

implementation of SIMAK (Academic Management

Information System), KRS Online and Free Wiﬁ

for the academic community. Even in 2015, it was

developed further of Integrated Systems of Iraise

through the innovation conducted by Computer

Center at UIN Sultan Syarif Kasim Riau. This was

done in addition to the use of technology in support

of academic and simplify the process of academic

services, as well as to amend paradigna from a

manual system to a digital system.

While in the ﬁeld of teaching education, UIN

develops special blog for lecturers and students,

provides special e-mail for university such as:

dicki.hartanto@uin-suska.ac.id, continues to develop

e-learning, e-journal that can be accessed directly

online, the alumni- online based tracking system, the

manufacture of correspondence and other online. In

2015, LPPM is also as one of the institutions at UIN

Sultan Syarif Kasim Riau that applied the registration

process for research and community services with

online system. From the use of ICT, it is expected

in the next few years, both academic, ﬁnancial and

teaching began gradually shifting from the traditional

one into the multimedia system.

4.2 Discussion

The below model is one integrated model that was

proposed by Geoffrey Kituyi and Irene Tusubira

(2013) that was divided into 3 phases as below :

Figure 5: Integrated E-learning Framework by (Kituyi and

Tusubira, 2013)

The application of e-learning in both university in

Riau still varied and have different design, although

they have some similarities like the implementation of

e-mail for lectureres, stass and students. In learning

process, UIN Sultan Syarif Kasim Riau has used

e-learning with moodle, while in UIR has applied

e-learning by using blogspot or any designed web

in each faculty. In general, the implementation of

e-learning in the universities in Riau is still very

limited and not grow quickly.

The current implementations of e-learning can be

explained as below :

• E-learning is applied in moodle and blogspot or

paid web design.

• E-learning is not managed properly by both

universities

• Methods of e-learning implementation in both

universities are not clear.

• There are no particular policies from universities

to implement e-learning.

• Limited training and workshops are done to

support e-learning application in the university.

Therefore, the integrated design in e-learning in

the university is proposed to be implemented in both

university that become the sample of this study.

Figure 6: Proposed Integrated E-learning Model (Yuliani

and Hartanto, 2019)

To support the e-learning integration, the facilities

and methods required were identiﬁed like projection

equipment as infocus; implementation of e-learning

Integrated E-Learning Implementation at University Learning Process

463

methods to teach online and direct learning method

to administer the tests and exams; course content

harmonization for e-learning and direct learning

method during design phase; incorporation of 3D

pictures, audio and videos in classrooms among

others, integration traditional methods with update

social media implementation like Whatssup, Line,

Facebook, Instagram and others online methods like

website or blogs that can be freely done.

From the observations and interviews, some

respondents’ opinions of students about e-Learning-

based are summarized as follows: 1) To provide

appropriate materials with integration, 2) To offer

more various learning, 4) To announce information

about activities in university, 5) To integrate e-

learning in learning processes 6) To add words and

video of motivation, 7) Each material should be

attributed to applied context.

5 CONCLUSIONS

This study concluded that the e-Learning

implementation in both universities seems limited

and need to develop the alternative model by the

supports of university management. Some efforts

to improve the e-learning as below: 1) To provide

appropriate materials in the e- learning, 2) To offer

more variations in e-learning, 3) To add more

attractive images, 4) To integrate the e-learning

in learning processes 5) To announce information

about activities in the university, 6) To add words

and video of motivation, 7) Each material should

be attributed to applied context. The integrated

design of e-learning in the university is proposed

to be implemented in both university with the steps

of integrated e-learning that can be divided into 3

steps as below: 1) Preliminary 2) Progress and 3)

Evaluation. In supporting the e- learning integration,

the facilities and methods required were identiﬁed.

Then, it is recommended to conduct next study on

the e-Learning implementation based on integration

by each university and lecturers. Then, the design of

e-Learning should be updated frequently to improve

the learning processes.

ACKNOWLEDGEMENTS

We need to express our appreciation and

thanks to all parties that contributed to this study,

especially lecturers and students who participated in

e-learning and the observations and interviews in both

universities : Universitas Islam Negeri Sultan Syarif

Kasim Riau and Universitas Islam Riau.

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