Online Learning: 6 Lessons Learned from Implementation of SPADA Indonesia
2 likes339 views
The document discusses the implementation of SPADA, Indonesia's massive open online course (MOOC) platform, which was launched in 2014 to support online and hybrid learning for in-service teachers. It highlights the collaborative efforts of various universities and outlines lessons learned regarding student engagement, content quality, instructor interaction, and technical support. The document includes data on course offerings, student participation, and credit transfer initiatives.
![SPADA INDONESIAIts Implementation as Massive Open and Online Course in Higher Education
Uwes Anis Chaeruman
Directorate of Learning
Ministry of Research, Technology and Higher Education
Deputy Director of Distance and Special Education
6 Lessons Learned
[Presented on the International Symposium on Distance and E-learning, Bali, 3 – 5 December 2018]](https://image.slidesharecdn.com/6lessonslearnedfromspadaindonesia-190831015254/85/Online-Learning-6-Lessons-Learned-from-Implementation-of-SPADA-Indonesia-1-320.jpg)
![< 60
8%
60 - 75
13%
76 - 85
48%
86 - 100
31%
FINAL GRADE AVERAGE
[PEDAGOGIC COMPETENCY COURSE]
92%
above 60](https://image.slidesharecdn.com/6lessonslearnedfromspadaindonesia-190831015254/85/Online-Learning-6-Lessons-Learned-from-Implementation-of-SPADA-Indonesia-7-320.jpg)
![29%
28%
15%
28%
86 - 100
76 - 85
60 - 75
< 60
72%
above 60
FINAL GRADE AVERAGE
[PROFESSIONAL COMPETENCY COURSE]](https://image.slidesharecdn.com/6lessonslearnedfromspadaindonesia-190831015254/85/Online-Learning-6-Lessons-Learned-from-Implementation-of-SPADA-Indonesia-8-320.jpg)
Online Learning: 6 Lessons Learned from Implementation of SPADA Indonesia
- 1. SPADA INDONESIAIts Implementation as Massive Open and Online Course in Higher Education Uwes Anis Chaeruman Directorate of Learning Ministry of Research, Technology and Higher Education Deputy Director of Distance and Special Education 6 Lessons Learned [Presented on the International Symposium on Distance and E-learning, Bali, 3 – 5 December 2018]
- 2. SPADA As Indonesian MOOC’s Platform Open Content 1 Open Course 2 Online Learning 3 MOOCs are a recent and widely researched development in distance education which were first introduced in 2006 and emerged as a popular mode of learning in 2012. Early MOOCs often emphasized open-access features, such as open licensing of content, structure and learning goals, to promote the reuse and remixing of resources as MOOC’s definition, SPADA already build a system as a platform that can be used by all students/universities
- 3. Directorate of Learnings, Directorate General of Learning and Student Affairs has started an online learning system. SPADA collaborate with 5 universities: launched by Vice President Boediono on October 15th, 2014 2014 more less 75 universities partner, SPADA directed to developed more courses for open content, open course and hybrid learning 2015 - now Initiation
- 4. Your Logo Here SPADA INDONESIA SERVICES Online Course • Blended Learning • Credit transfer Hybrid learning method in this program is combine between face-to-face and online learning method. Since the participants in this program is an in- service teacher who already have pedagogy activities, they have a limitation on time and schedule Hybrid Learning for Teacher Profession Education – In Service Student Exchange through SPADA SPADA 7in1 project seven university Surabaya State University, Syiah Kuala University, Sam Ratulangi University, Tanjungpura University, Lambung Mangkurat University, Yogyakarta State University, Gorontalo State University. SPADA 7in1 Student Exchange Program through SPADA, put a students from one university to join learning process in another universities for 2 (two) months.
- 5. PILOTING Credit Transfer 30 courses (240 module) 6 universities, 4.200 students 2014 2015 Credit Transfer 68 courses (544 module), 8 universities, 1.746 students EARLY TRIAL 2016 2017 Credit Transfer 25 courses (200 module), 6 universities, 981 students IMPLEMENTATION Credit Transfer 130 courses (1.040 module), 48 universities, 10.575 students DISEMINATION 2018 2019 EXPANSION 1. Credit Transfer 26 courses (208 module), 18 universities 2. Hybrid Learning PPG Daljab 53 courses (424 module), 55 courses 17.347 students EXPANSION 1. credit transfer 2. Hybrid Learning PPG 3. Cyber University SPADA JOURNEY as Indonesian MOOCs
- 6. LEARNING FROMthe Implementation of Online Learning for In-service Teachers Professional Education
- 7. < 60 8% 60 - 75 13% 76 - 85 48% 86 - 100 31% FINAL GRADE AVERAGE [PEDAGOGIC COMPETENCY COURSE] 92% above 60
- 8. 29% 28% 15% 28% 86 - 100 76 - 85 60 - 75 < 60 72% above 60 FINAL GRADE AVERAGE [PROFESSIONAL COMPETENCY COURSE]
- 9. 85,49 84,19 82,85 82,68 80,95 80,54 78,37 78,31 76,67 74,96 66,45 0 10 20 30 40 50 60 70 80 90 TeknologiInform asidan…M atem atika Akuntansidan Keuangan M anajem en Perkantoran Pendidikan Jasm ani,… Bisnisdan Pem asaranGuru KelasSDGuru KelasTK Bim bingan Konseling BahasaIndonesiaBahasaInggris FINAL GRADE AVERAGE (PER SUBJECT)
- 10. Duration & Participation Rate of Students 92% Students Participation Rate 5.80 3.29 2.93 Admin & Helpdesk students Instructors/Lecturers hours per day hours per day hours per day
- 11. students instructors EXAMPLE OF STUDENTS AND INSTRUCTORS ONLINE ACTIVITY
- 12. LESSONS LEARNEDfrom the Implementation of Online Learning of SPADA Indonesia for Pre-service Teachers Professional Education
- 13. Lesson #1: “CIVIL EFFECT” IS MATTER It will lead the students to consider a course as not only a demand, but also a needs.
- 14. Lesson #2: “CONTENT” IS A KING Poor quality of contents influence learning motivation and enggagement of student that will lead to the low of participation an completion rate of the online course.
- 15. Lesson #3: the importance of “STUDENTS SUPPORT” 24/7 technical assistance from administrator as helpdesk is important for students as well as instructors/lecturers in early stage of online learning implementation.
- 16. Lesson #4: the importance of “INSTRUCTORS INTERACTION” Poor online interaction with instructors influence student’s motivation and enggagement. It will lead to the low of students participation and completion rate of the online course.
- 17. Lesson #5: the importance of “RELIABLE ONLINE CONNECTIVITY” Poor reliable online connectivity influence student’s motivation. They will get frustrated when it was not supported by adequate connectivity.
- 18. Lesson #6: the importance of “DESIGN, DEVELOPMENT AND ITS IMPLEMENTATION”
- 19. THANK YOU