How to Add a many2many Relational Field in Odoo 17
Online Distance Training Model: a Case-based Experience Research
1. Online
Distance
Training
Model1
Case
Study
at
Pusdiklat
Aparatur
Kesehatan,
Ministry
of
Health,
Indonesia
Uwes
Anis
Chaeruman
Center
of
ICT
for
Education,
Minsitry
of
Education
and
Culture
Abstract
This
research
was
aimed
to
describe
the
implementation
of
Online
Distance
Training
at
Pusdiklat
Aparatur
Kesehatan,
Ministry
of
Health,
Indonesia.
Case
study
research
method
using
multiple
data
collection
techniques
(such
as
archival
records,
questionnaires
and
interview
used
to
gain
information
related
to
its
implementation.
This
research
question
focused
in
what
is
online
distance
training
look
like,
how
the
online
distance
training
designed
and
implemented,
and
what
are
the
obstacles
found
in
implementing
it.
Research
finding
found
that
1)
online
distance
training
dedicated
only
for
certain
training
course
and
target
audiences
that
was
relevant
to
be
conducted
online;
2)
online
distance
training
designed
and
implemented
based
on
the
principles
of
e-‐learning
designed
principles;
3)
some
obstacles
mostly
related
to
low
motivation
of
training
participants,
internet
speed
and
access,
ICT
literacy,
and
content
quality.
This
research
suggest
recommendations
as
follows:
1)
Pusdiklat
should
have
policy
related
to
incentives
model
for
training
participants;
2)
online
distance
training
should
tightly
dedicated
only
for
target
audience
with
high
ICT
literacy;
3)
Pusdiklat
should
consider
the
availability
of
adequate
computer
and
internet
access;
4)
e-‐learning
content
should
be
design
and
developed
well.
Keywords:
distance
learning,
online
learning,
e-‐learning
Rationale
e-‐Learning
is
a
popular
terminology
in
the
era
of
information,
now.
Almost
all
educational
institutions,
such
as
university,
education
and
training
centers,
and
even
corporate
institutions
have
initiative
to
conduct
e-‐learning.
One
of
the
government
training
institution
which
has
initiative
to
conduct
e-‐learning
system
is
Pusdiklat
Aparatur
Kesehatan,
Ministry
of
Health,
Indonesia.
Initiative
of
online
distance
learning
for
training
has
been
begun
since
2009.
It’s
assumed
that
after
1
Presented
at
International
Symposium
of
Open,
Distance
and
e-‐Learning,
ISODEL
2012,
Bali
4
–
6
Desember
2012.
2. three
years
piloting
project,
Pusdiklat
Aparatur
Kesehatan,
has
found
and
established
its
own
model.
That’s
why
this
research
conducted
to
find
out
as
is
briefly
how
and
why
online
distance
training
implemented.
Theoretical
Foundation
Distance
Learning
Distance
education
is
defined
as
institution-‐based
formal
education
where
the
learning
group
is
separated,
and
where
interactive
telecommunications
systems
are
used
to
connect
learners,
resources,
and
instructors
(Simonson,
Sharon,
Michae
,
&
Susan
,
2006).
The
characteristic
of
distance
education
is
institutional
based.
Since
learning
group
is
separated,
then
telecommunication
system
used
as
consequences.
Perraton
as
quoted
by
Simonson,
define
distance
education
as
an
educational
process
in
which
significant
proportion
of
the
teaching
is
conducted
by
someone
removed
in
space
and/or
time
from
the
learner
(
Simonson
&
Schlosser,
2006).
This
definition
describe
the
typical
of
distance
education
is
conducted
by
someone
remove
in
distance
separated
both
by
space
or
time
with
the
learner.
e-‐Learning
e-‐Learning
is
commonly
referred
to
the
intentional
use
of
networked
information
and
communication
technology
in
teaching
and
learning.
A
number
of
terms
are
also
used
to
describe
this
mode
of
teaching
and
learning.
They
include
online
learning,
virtual
learning,
distributed
learning,
web-‐based
learning,
etc.
Fundamentally,
they
all
refer
to
educational
processes
that
utilize
information
and
communication
technology
to
mediate
asynchronous
and
as
well
as
synchronous
learning
and
teaching
activities
(Naidu,
2006).
While,
Stockley
define
e-‐learning
as
the
delivery
of
a
learning,
training,
or
education
by
electronic
means.
E-‐
Learning
involves
the
use
of
a
computer
or
electronic
devices
in
someway
to
provide
training,
education
or
learning
materials
(Stockley,
2010).
Horton
define
it
as
the
use
of
information
and
computer
technology
to
create
learning
experiences
(Horton,
2006).
Horton,
emphasize
the
term
learning
experiences
as
the
main
focus
in
defining
e-‐learning.
So,
e-‐Learning
is
a
generic
term
that
explains
the
use
of
electronic
technology
for
learning.
Since,
the
focus
of
e-‐learning
is
to
facilitate
learning
experience,
we,
simply
define
e-‐
learning
as
an
electronic
technology
enabled
learning.
Some
authors
define
e-‐learning
differently,
as
described
above,
but
its
has
common
purppse,
i.e.
to
facilitate
learning
experiences
more
efective,
efficient
and
appealing
that
is
enabled
by
emerging
electronic
technology,
especially
information
and
communication
technology.
3. Rashty
(1999)
as
quoted
by
Noirid
classify
e-‐learning
delivery
system
model
into
three
categories,
i.e.
adjunct,
mixed
or
blended,
and
full
online
(Noirid,
2007).
This
model
is
viewed
as
a
continuum
rather
as
discrete
classification
It
can
be
figured
out
as
follows:
Figure
1:
e-‐Learning
Delivery
System
Model
(adapted
from
Rashty
(1999)
by
Noirid
et.al.
(2007)
e-‐Learning
and
Distance
Learning
Distance
learning,
as
described
above,
needs
telecommunication
technology
as
a
mean
to
facilitate
communication
and
content
delivery
between
tutor/teachers
and
students.
So,
in
the
context
of
distance
learning/training,
e-‐learning,
in
terms
of
using
information
and
communication
technology
to
facilitate
learning
experience
is
a
consequence.
The
position
of
e-‐learning
in
distance
learnig/training
can
be
described
as
follows:
Adjunct
Mixed/Blended
Fully
Online
Continuing
tradisional
learning
procceses,
but
enhancing
them
or
extending
them
beyond
classroom
hour
with
online
resources
particularly
using
computer
mediated
communication
(CMC).
Beaming
as
integral
part
of
curricula.
Mixing
delivery
of
content,
CMC,
or
online
collaboration
with
face
to
face
session.
Determining
the
appropriateness
of
online
or
face
to
face
to
deliver
different
aspects
of
curricula.
All
elarning
interactiosn
takes
place
online
and
all
learning
materials
delivered
online,
e.g.
CMS,
streaming
video,
audio
hyperlinked
course
materials,
text
and
images.online
collaboration
is
the
key
features
of
this
model
Pendidikan
/Pelatihan
Jarak
Jauh
e-‐learning
Online
learning,
web-‐based
learning,
dan
lain-‐
4. Actually,
e-‐learning
in
the
context
of
distance
learning
can
be
fully
online
(online
web-‐based
learning),
computer-‐based
training,
or
blended
(combination
of
any
kinds
of
synchronous
and
synchronous
learning
setting).
Holden
et.al.
classified
e-‐learning
story
in
distance
learning
into
five
generation
as
follows
(Holden
&
Westfall,
2005):
Generation 1:
Correspondence
model
Generation 2:
Broadcast
(Radio dan TV)
model
Generation 3:
Computer-aided
Learning Model
Generation 4:
Combination of
generation 1, 2
and 3
Generation 5:
Artificial
artificial
intelligence-
based learning
environment
model Model
lingkungan
belajar yang
berbasis
e-‐Learning
Cycle
in
Distance
Education/Training
How
is
learning
experience
occur
in
the
context
of
e-‐learning?
The
same
process
of
learning
in
the
context
of
conventional
learning
should
also
happen
in
e-‐learning.
Horton
provide
framework
how
learning
experience/activities
should
happen
in
e-‐
learning.
He
described
three
steps
of
learning
activities,
i.e.,
absorb,
do,
and
connect.
It
can
be
described
as
follows
(Horton,
2006):
5. More
detailed
he
explained
that
in
the
first
step,
absorb
knowledge,
typically
by
reading
text,
watching
ananimation,
or
listening
to
narration.
In
an
absorb
activity,
the
learner
is
physically
passive,
but
mentally
active.
A
second
type
of
learning
activity
has
learners
do
something
with
what
they
are
learning.
It
might
have
the
learner
practice
a
procedure,
play
a
game,
or
answer
questions.
The
learner
practices,
explores,
and
discovers.
The
final
type
of
learning
activity
has
learners
connect
what
they
are
learning
to
their
work,
their
lives,
or
their
prior
learning.
Connect
activities
are
aimed
at
making
it
easier
to
apply
learning
when
it
is
needed
later
(Horton,
2006).
More
concrete
explanation
can
be
showed
as
follows:
(Horton,
2006)
Research
Method
The
aim
of
this
research
was
to
describe
as
is
the
why
and
the
how
online
distance
training
implemented
at
Pusdiklat
Aparatur
Kesehatan,
Ministry
of
Health
Indonesia.
The
relevant
method
to
study
this
kind
of
aim
was
case
study
research.
The
main
characteristic
of
case
study
research
is
using
multiple
data
collection
techniques
(Yin,
2008).
The
data
collection
techniques
used
were
archival
records
(from
online
records
of
students
and
tutor
activities)
followed
by
questionnaires
and
interview
both
to
students
and
tutors.
Purposive
sampling
used
for
this
research
involving
six
tutors,
and
160
training
participants
who
follows
six
online
distance
training
courses.
The
research
conducted
during
three
months
from
July
to
October
2012.
Research
Findings
Distance
Training
Model
Used
A
unique
distance
training
model
found
from
this
research
was
the
integration
between
online
distance
training
and
regular
intensive
training.
According
to
the
6. document
of
“Panduan
Diklat
Jarak
Jauh
Pusdiklat
Aparatur
Kesehatan”,
it
was
stated
that
distance
training
model
used
was
the
combination
of
online
and
regular
intensive
training.
There
were
two
approaches
they
used,
i.e.
1)
fully
online
distance
training
model;
and
2)
combination
of
online
distance
training
and
intensive
training.
Model
1
dedicated
for
certain
courses
that
no
need
practical
skills.
The
model
2
dedicated
for
courses
that
need
both
knowledge,
attitudes,
and
skills.
The
model
1
can
be
shown
as
follows:
While
the
model
2
can
be
shown
as
follows:
7. There
were
six
courses
offered
during
training
periods
of
July
to
November
2012.
Three
of
them
offered
through
model
1
(i.e.
Kebijakan
Surveilans
Epidemiologi,
Pengantar
Epidemiologi,
and
Surveilans
Epidemiologi)
and
three
of
others
offered
through
model
2
(i.e.
Penyelidikan
Eipdemiologi,
Mengolah
Data
dengan
EpiInfo,
and
Komunikasi
Resiko).
Online
Learning
Activities
Standard
Online
distance
training
at
Pusdiklat
Aparatur
Kesehatan
has
a
standard
learning
process
or
cycle.
It
consist
of
four
cycle
of
activities.
Each
courses
divided
into
several
chunking
of
topics
called
kegiatan
belajar
(KB)
or
learning
activities.
Training
participants
should
follows
four
cycle
of
learning
in
each
KB,
i.e.
1)
learning
the
content;
2)
deepening
knowledge
and
skills
through
forum
discussion
and
chatting;
3)
applying
knowledge
and
skills
through
following
online
assignment;
and
4)
measuring
competency
through
following
online
quizzes
and
online
final
test.
Training
participants
couldn’t
followed
the
second
cycle
before
finishing
the
first
cycle
and
so
on.
For
this
purpose,
Pusdiklat
Aparatur
Kesehatan
has
modified
or
customized
the
learning
management
system
used
(moodle
platform)
so
that
compatible
with
the
learning
cycle
standard
mentioned
above.
The
process
can
be
shown
as
follows:
8. Training
Participants
Activities
The
training
course
offered
to
followed
by
160
participants
from
four
provinces
in
Indonesia,
i.e.
DKI
Jakarta
(Jakarta),
Jawa
Barat
(West
Java),
Sumatera
Utara
(North
Sumatera)
and
Sumetera
Selatan
(South
Sumatera).
Reseacrh
finding
showed
that
participants
from
Sumatera
Utara
have
higher
participation
compare
to
three
other
provinces.
It
can
be
shown
as
follows:
Table
above
showed
surprisingly
that
participants
form
Sumatera
(Sumatera
Utara
and
Sumatera
Selatan)
have
higher
course
participation
and
completion
compare
to
two
other
provinces.
While
Jawa
Barat
in
the
lowest
rank.
It
can
be
concluded
that,
overall,
the
degree
of
participation
and
completion
of
all
courses
offered
were
low.
Enabling
and
Inhibiting
Factors
Enabling
Factors
Research
found
several
enabling
factors
as
follows:
1.
Training
Participation
Acceptance;
Training
participants
perceived
that
online
distance
training
was
important
and
needed.
Research
questionnaires
showed
that
84%
training
participants
agree
to
have
training
through
online
distance
training
system.
They
(63,2%
participants)
also
felt
that
online
distance
training
was
flexible
(they
can
learn
anytime,
anywhere
according
to
the
pace
of
their
learning
speed).
2.
Policy
and
Decision
Makers
Support;
Director
of
Pusdiklat
Aparatur
Kesehatan
and
Secretary
General
of
Ministry
of
Health
gave
full
support
to
conduct
a
research
and
development
of
distance
training
models
for
certain
situation.
It
can
be
seen
that
9. Ministry
of
Health,
have
some
initiatives
in
distance
training
for
Kepala
Dinas
Kesehatan
with
WHO.
Secretary
General
also
stated
that,
“if
this
online
distance
training
model
realistic,
implementable
and
has
high
impact
for
professional
development
of
health
HRD,
then
we
should
continue
to
study
and
develop
it.
She
stated
this
statement
in
the
event
of
online
distance
training
launching,
on
July
2012
at
Denpasar
Hotel,
Kuningan,
Jakarta.
3.
All
Learning
Activities
as
Part
of
Evaluation;
other
enabling
factors
were
relevant
discussion
forum
issues
and
contextual
assignment
as
part
of
the
evaluation
components.
89%
participants
stated
that
they
following
and
doing
assignment
since
they
were
part
of
the
evaluation
components,
beside
online
quizzes
and
final
test.
Inhibiting
Factors
In
one
hand
they
agree
and
willing
to
have
training
through
online
distance
training,
but,
in
the
other
hand
they
participation
and
the
completion
of
course
were
very
low.
Research
findings
showed
that
on
the
other
hand
there
were
so
many
hindrances
faced
during
following
the
training.
Some
hindrances
were
as
follows:
1.
Low
quality
of
e-‐learning
content;
90%
participants
stated
that
e-‐learning
content
were
too
monotonous,
text
book
based,
unattractive
and
interactive.
They
(86%
participants)
prefer
to
content
delivered
through
video,
animation
or
simulation.
2.
Delayed
Feedback
from
Tutor;
one
weakness
of
the
learning
process/activity
applied
in
his
online
distance
training
model
were
participants
couldn’t
go
to
second
or
third
cycle
before
finishing
the
prior
cycle.
When
tutor
delayed
giving
feedback
and
grade,
they
have
to
wait
long
enough
to
go
to
the
next
steps.
Research
finding
show
that
73%
participants
stated
that
they
have
problem
with
delayed
feedback
and
grade
from
tutor.
3.
Low
ICT
Literacy
Familiarity
With
the
Learning
Management
System;
tutor
and
participants
have
difficulty
to
follow
the
course
at
the
first
time.
It’s
showed
by
so
many
complaints
from
tutor
and
participants
to
the
administrators
on
how
to
log
ini,
managing
forums
discussion,
assignment,
etc.
Interview
with
administrator
showed
that
they
had
to
conduct
more
than
four
times
training
and
orientation
to
the
tutors
to
overcome
this
situation.
4.
Low
motivation
and
learning
independency
of
participants;
Low
motivation
showed
by
the
low
level
of
participant
participation
and
completion
the
course
as
mentioned
above.
There
were
so
many
causes
actually.
The
main
cause
were
“no
civil
effect”
and
incentives
for
participants.
Participants
have
no
benefits
for
their
career
from
the
completion
of
the
training.
10. 5.
Lack
internet
access
and
speed;
some
participants
(60%)
still
have
problem
with
internet
acces
and
speed.
6.
User
Friendliness
of
LMS;
most
of
participants
(74%)
and
tutors
(100%)
stated
that
learning
management
system
interface
was
too
complicated.
Conclusion
and
Recommendations
Pusdiklat
Aparatur
Kesehatan,
Ministry
of
Health
has
a
model
of
online
distance
training.
This
model
was
still
immature.
But,
as
a
starting
point,
this
model
can
be
a
good
benchmark
to
be
continuously
developed.
The
integration
of
online
distance
training
and
regular
intensive
training
was
a
good
example
of
a
new
training
paradigm
where
distance
training
and
regular
training
holistically
is
part
of
the
whole
process
of
training.
It
cannot
be
partially
developed
and
implemented.
It
should
be
integrated.
In
the
future,
it’s
possible
to
integrate
betwee
online
training,
on
the
job
training
and
intensive
regular
conventional
training.
Online
distance
training
model
of
Pusdiklat
Aparatur
Kesehatan,
has
succeed
to
establish
an
online
learning
activities
standard
that
comprises
of
four
step,
i.e.
1)
learning
content;
2)
deepening
knowledge
and
skills
through
discussion
forum;
3)
applying
knowledge
and
skills
through
assignment;
and
4)
measuring
knowledge
and
skills
through
online
quizzes
and
test.
Participation
and
completion
participants
on
all
courses
offered,
overall,
was
still
disappointing.
It’s
true,
caused
by
so
many
inhibiting
factors,
such
as
1)
low
quality
of
e-‐
learning
contents;
2)
delayed
feedback;
3)
low
ICT
literacy;
4)
low
motivation
and
learning
independency;
5)
lack
internet
access
and
speed;
and
6)
low
user
friendliness
of
LMS.
But,
among
hindrances
mentioned
above,
there
were
some
enabling
factors
such
as
1)
Training
participation
acceptance;
2)
policy
and
decision
makers
support;
and
3)
all
learning
activities
as
part
of
evaluation.
These
factors
was
very
important
for
the
sustainability
of
the
training
models.
In
the
future
it’s
highly
recommend
to
maintain
success
and
eliminate
inhibiting
factors.
Here
are
some
recommendation:
1)
providing
participants
with
high
quality
and
well
designed
and
developed
e-‐learning
contents;
2)
forcing
tutors
to
give
immediate
feedback
for
forum
discussion
and
assignment;
3)
making
an
incentive
policy
related
to
the
“civil
effect”
that
will
force
participants
to
have
inner
motivation
to
follow
training;
4)
make
some
revision
on
LMS
and
learning
activities
standard
that
make
participants
easy,
appealing
without
sacrificing
effectivity
of
learning
itself.
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