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L earnings: Concepts, and Learning Strategies in the Digital Age (Implementation in Higher

Education)
20NOV
Has been published in the Visionary Scientific Journal in 2007
I. Introduction
Along with the development of Information and Communication Technology (ICT)
that is increasingly rapidly, the need for a concept and mechanism for IT-based teaching and
learning (education) is inevitable. The concept which was later known as e-learning brought
the influence of the process of transforming conventional education into digital form, both in
terms of contents and systems. Currently the concept of e-learning has been widely accepted
by the world community, as evidenced by the widespread implementation of e-learning
especially in educational institutions (schools, training and universities). Some universities
hold electronic learning activities as supplements (additions) to the subject matter presented
regular in class (Wildavsky, 2001; Lewis, 2002). However, several other universities hold e-
learning as an alternative for students who for one reason or another are unable to attend
lectures face to face. In this connection, e-learning functions as an option for students.
The tendency to develop e-learning as an alternative learning in various education and
training institutions is increasing in line with developments in the field of communication and
information technology. Infrastructure in the field of telecommunications that supports the
implementation of e-learning is no longer just a monopoly of big cities, but gradually has
begun to be enjoyed by those in the cities at the district level. That is, the people in the
district have been able to use internet facilities.
The use of telecommunications technology for learning activities in universities in
Indonesia is increasingly conducive with the issuance of the Minister of National Education
Minister's Decree (SK Mendiknas) in 2001 which encouraged conventional universities to
conduct distance education (dual mode). With this conducive climate, several universities
have made various preparations, such as the assignment of lecturers to (a) take part in training
on the development of electronic learning materials, (b) identify various electronic learning
platforms available, and (c) conduct experiments on platform use certain electronic learning
to present lecture material.
II. UNDERSTANDING AND BENEFITS OF E-LEARNING
Electronic learning or e-learning began in the 1970s (Waller and Wilson,
2001). Various terms are used to express opinions / ideas about electronic learning, including:
online learning, internet-enabled learning, virtual learning, or web-based learning. 
There are 3 (three) important things as requirements for electronic learning activities (e-
learning), namely: (a) learning activities carried out through network utilization ("network" in
this description are limited to internet use. Networks can only include LAN or
WAN). (Website eLearners.com), (b) the availability of support for learning services that can
be used by learning participants, such as CD-ROM, or printed materials, and (c) the
availability of tutor service support that can help participants learn if they experience
difficulties (Newsletter of ODLQC , 2001). In addition to the three requirements above, other
requirements can still be added, such as:
(a) an institution that organizes / manages e-learning activities,
(b) positive attitudes of students and educational staff to computer and internet technology,
(c) design of learning systems that can be learned / known by each participant in learning,
(d) a system of evaluation of the progress or development of learning of learning participants,
and
(e) feedback mechanism developed by the organizing agency.
Thus, it can be simply stated that electronic learning (e-learning) is a learning activity that
utilizes networks (Internet, LAN, WAN) as a method of delivery, interaction and facilitation
and is supported by various other forms of learning services (Brown, 2000; Feasey , 2001). 
The benefits of electronic learning according to Bates (1995) and Wulf (1996) consist of 4
things, namely : 
(1) Increasing the level of interaction between students and teachers or enhancing
interactivity. 
(2) Enabling learning interactions from where and at any time (time and place flexibility). 
(3) Reaching students in a wide range (potential to reach a global audience). 
(4) Facilitate the improvement and storage of learning materials (easy updating of content as
well as archivable capabilities). 
Thus it is expected that the application of e-learning in universities can provide benefits
including: 
- There is an increase in student interaction with each other and with lecturers 
- Availability of unlimited learning resources 
- E-learning that is properly developed will be effective in improving the quality of graduates
and the quality of higher education 
- The formation of a community of learners who interact with each other, give and receive
and are not limited in one location 
- Improve the quality of lecturers because it is possible to explore information more broadly
and even unlimited
III. E-LEARNING PROGRAM 
The concept of the success of e-learning programs is not only supported by information
technology devices, but also by adequate planning, administration, management and
economics. It should also be considered the role of facilitators, lecturers, staff, how
to implement, how to adopt new technologies, facilities, costs, and activity schedules
(Natakusumah, 2002). 
Conceptually, e-learning lecturers must have the ability to understand the material presented,
understand effective e-learning strategies, be responsible for subject matter, preparation of
lessons, making lesson modules, selecting supporting materials, delivering effective subject
matter, determining student interactions , electronically selecting and evaluating
assignments. The teaching studio needs to be managed better than the ordinary
classroom. Lecturers must be able to use equipment, including using audio, video materials,
and computer networks during learning. According to Koswara (2006) the new abilities
needed by lecturers for e-learning include: 
a. Understand about e-learning, 
b. Identifying student characteristics, 
c. Design and develop interactive lecture material in accordance with the development of new
technologies, 
d. Adapting teaching strategies to deliver material electronically, 
e. Organizing material in a format that is easy to learn, 
f. Conduct training and practice electronically, 
g. Engaging in planning, development, and decision making, 
h. Evaluating the success of learning, the attitude and perceptions of the students. 
Meanwhile, to avoid the failure of e-learning, programs that need to be developed are related
to the needs of users, especially students, including: 
- Relates to information about units related to the learning process: goals and objectives,
syllabus, teaching methods, class schedules, assignments, lecturer schedules, list of
references or reading material and teacher contact 
- Ease of access to reference sources: dictates and lecture notes, presentation materials, past
examples, FAQ (frequently ask question), reference sources for assignments, useful sites and
articles in online journals 
- Communication in class: online discussion forums, discussion mailing lists, bulletin boards
that provide information (changes to class schedules, task information and deadlines for
collection) 
One example of a university that has implemented e-learning well and is oriented towards the
implementation of a digital campus is Bina Nusantara University (Ubinus). The system
developed is called Multi Canel Learning (MCL), and e-learning is one of the channels. MCL
at Bina Nusantara University is an information technology-based learning system model
consisting of 3 main activities, namely: (1) classroom activities (classroom); (2) independent
learning activities (self study); and (3) e-learning activities. At present, all courses have used
MCL with the composition of classroom and e-learning activities that are constantly
regulated leading to e-learning. To support MCL operations, Ubinus uses a homemade
Learning Management System which can be accessed through the address
http://www.ubinus.ac.id (see picture 1 below).
Picture 1. 
UBINUS Learning Management System (http://www.ubinus.ac.id)

IV. E-LEARNING EFFECTIVENESS
An effective e-learning program starts with planning and focuses on learning material needs
and student needs. The right technology can only be selected when these elements are
understood in detail. In fact, the success of e-learning programs relates to a consistent and
integrated effort of students, faculty, facilitators, support staff, and administrators. 
- College student. In relation to the educational context, the main role of students is to learn
successfully, is an important task, so it needs to be supported by a good environment, requires
motivation, planning and the ability to analyze using the best instruction or module. When
instruction is delivered at a certain distance, it produces additional challenges because
students are often separated from the background together and other interests, have little
opportunity to interact with lecturers outside the classroom, and must rely on technical
relationships to bridge the student gap in the class. 
- Institutions / Universities. The success of all e-learning businesses depends also on the
responsibility of the institution / university. The faculty is responsible for understanding the
material and developing that understanding according to the needs of the students. 
- Facilitator. Faculties feel more efficient when dealing with local facilitators who act as
bridges between students and faculty. To be more effective, a facilitator must understand the
needs of the students being served and the expectations that the faculty wants. More
importantly, the facilitator must follow the directions determined by the faculty. They need to
prepare equipment, collect assignments for students, conduct tests, and act as local
instructors. 
- Support staff. The great success of e-learning programs also relates to the support of service
functions such as student registration, multiplication and delivery of lecture material,
textbook ordering, copyright safeguards, scheduling, report processing, technical resource
management, etc. Support staff is the main need to create a situation, so that e-learning stays
on the right track. 
- Administrator. Although administrators usually participate in planning an e-learning
program, they often lose contact with technical managers when the program is
operating. Effective e-learning administrators are not just giving ideas, but also need to
collaborate and make consensus with builders, decision makers, and supervisors. They
must cooperate with technical personnel and support staff, ensuring that technological
resources need to be developed effectively for the purposes of future academic
missions. More importantly, in managing an academic it is necessary to realize that the needs
and success of e-learning students are the main responsibility.
V. STRATEGY OF E-LEARNING
The strategy of using e-learning to support the implementation of the learning process is
expected to increase the absorption of students from the material taught; increase active
participation of students;improve student self-learning skills; improve the quality of
education and training materials, improve the ability to display information with information
technology devices, with ordinary devices difficult to do; expanding the reach of the
teaching-learning process using computer networks, not limited to space and time. To achieve
the above, in the development of an e-learning application, it should be noted that the
material displayed must support the delivery of correct information, not only prioritizing the
beauty side; pay close attention to the teaching and learning techniques used; pay attention to
the technique of evaluating student progress and storing student progress data.
Materials from education and training can be taken from valid sources and with e-learning
technology, material can even be produced based on the sources of experts. For example, a
digital video display featuring a mechanic shows how to repair a part of a car's engine. With
3-dimensional animation you can show how the two-step automotive engine works.
According to Koswara (2006) there are several teaching strategies that can be applied using
e-learning technology as follows:
Learning by doing. Learning simulation by doing what you want to learn; an example is a
flight simulator (flight simulator), where a prospective pilot can be trained to fly a particular
plane like he is practicing on a real plane
Incidental learning. Learn something indirectly. Not all things are interesting to learn,
therefore with this strategy a student can learn something through other things that are more
interesting, and hopefully the actual information can be absorbed indirectly. For example,
learn geography by performing "virtual trip" to the tourist areas.
Learning by reflection. Learn something by developing ideas / ideas about the subject you
want to learn. Students are encouraged to develop an idea / notion by providing the initial
information and the application will "listen" and process the input ideas / ideas from students
and then given further information based on feedback from students.
Case-based learning. Learn something based on cases that have occurred regarding the
subject you want to learn. This strategy depends on expert resource persons and cases that
can be collected about the material to be studied. Students can learn the material by absorbing
information from expert sources on cases that have occurred over the material.
Learning by exploring. Learn by exploration of the subject who want to learn. Students are
encouraged to understand the material by conducting independent exploration of the
material. The application must provide sufficient information to accommodate the
exploration of students. Learn something by setting a goal to be achieved (goal-directed
learning). Students are positioned inside as someone who must achieve the goals / objectives
and the application provides the facilities needed to do so. Students then develop an
independent strategy to achieve that goal.
VI. DISTANCE LEARNING
Mason R. (1994) argues that future education will be more determined by information
networks that allow interaction and collaboration, rather than school buildings. However,
technology will still widen the gap between rich and poor.
Bates (1995) states that technology can improve quality and reach if used wisely for
education and training, and has a very important meaning for economic welfare.
Romiszowski & Mason (1996) predicts the use of Computer-based Multimedia
Communication (CMC) as a way of delivering e-learning material that is synchronous
(synchronous) and asynchronous (asynchronous). Synchronous means that lecturers and
students interact in real time, some equipment that uses this method is relatively
expensive. Submission of asynchronous material is not simultaneously, lecturers deliver
instructions through video, computer or other, and students respond at a later time. For
example, instructions are delivered via the web or feedback is sent via e-mail. Synchronous
and asynchronous grouping can be seen in Table 1 below. 
Table 1. 
Grouping Submission of Learning Materials 
Asynchronous Sync Name 
Video Videoconferencing Videotape, Broadcast video 
Audio Audioconferencing Audiotape, Radio 
Internet data chat, desktop videoconferencing E-mail, CD-ROM
By using an integrated approach , one of the activities of lecturers is to carefully select the
various technologies that will be used so as to meet the needs of students in understanding
material effectively and economically 
From the predictions and views of scholars above the influences of globalization, future
education will be more open and two-way, diverse, multidisciplinary, and related to work
productivity "at that time and competitive". Likewise in Indonesia the direction of
employment will be determined by competence as evidenced by competency certificates,
which are given by organizers of accredited education units or certification bodies to students
and communities who have passed after following certain competency tests (article 61
paragraph 3). In anticipating global developments and advances in communication
technology, distance education is accommodated in the National Education System, as a new
paradigm of education. Distance education can be held on all paths, levels and types of
education which serve to provide education services to groups of people who cannot attend
face-to-face or regular education (Article 31 paragraph 1 and 2). 
The initial application of e-learning in Indonesia began when open universities (UT) appeared
(can be accessed at the address http://www.ut.ac.id as can be seen in figure 2), that's when e-
learning began. The main factor in distance learning which has been considered a problem is
the lack of interaction between lecturers and students. However, with internet media it is very
possible to interact between lecturers and students both in real time (real time) or not. In the
form of real time can be done for example in a chatroom, direct interaction with real audio or
real video, and online meetings. Not real time can be done by mailing lists, discussion
groups, newsgroups, and bulletin boards. In a way above the interaction of lecturers and
students in the class may be replaced even though not 100%. 
Material forms, examinations, quizzes and other ways of education can also be implemented
on the web, such as lecturer material made in the form of presentations on the web and can be
downloaded by students. Similarly, the examinations and quizzes made by lecturers can also
be done in the same way . Administrative settlement can also be completed directly in one
registration process, especially supported by online payment methods.
Picture 1. 
Open University Online Learning (http://www.ut.ac.id)
A web-based distance education must include the following elements:
Center for student activities; as a distance learning community web must be able to make this
facility a place for student activities, where students can add abilities, read lecture material,
find information and so on.
Interactions in groups; Students can interact with each other to discuss the material given by
the lecturer. Lecturers can attend this group to give a little review of the material they
provide.
Student administration system; where students can see information about student status,
student achievements and so on.
Material and examination depth; Usually lecturers often hold short quizzes and assignments
that aim to deepen what has been taught and conduct tests at the end of the study period. This
must also be anticipated by web based distance learning.
Digital library; In this section, there are various library information, not limited to books but
also on digital literature such as sound, images and so on. This section is supporting and in
the form of a database.
Online material outside of lecture material; To support lectures, reading material from other
websites is also needed. Therefore in this section, lecturers and students can be directly
involved to provide other materials to be published to other students via the web.
VII. CONCLUSION
The success of e-learning is supported by the maximum interaction between lecturers and
students, between students with various educational facilities, between students and other
students, and the existence of active learning patterns in these interactions.
When learning is based on the web, it is necessary to have a center for student
activities, inter-group interactions, system support administration, material deepening,
examinations, digital libraries, and online material. From the information technology side; the
world of the Internet allows a total overhaul of the concepts of learning that have been valid.
Cheap and easy information and telecommunications technology will eliminate the
limitations of space and time which have so far limited the world of education. Some logical
consequences that occur include: (1) Students can easily take courses anywhere without being
limited to the limitations of institutions & countries; (2) Students can easily study and discuss
with experts or experts in the field of interest; (3) Lecture materials can even be easily taken
in various parts of the world without depending on the college where students study. The
various opportunities mentioned above still face challenges both from costs, information
technology infrastructure, community readiness, and regulations that support the continuity of
e-learning.