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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.	
  
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.	
  
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-­‐
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):	
  
	
  
	
  
	
  
	
  
	
  
	
  
	
  
	
  
	
  
	
  
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	
  
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:	
  
	
  
	
  
	
  
	
  
	
  
	
  
	
  
	
  
	
  
	
  
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:	
  
	
  
	
  
	
  
	
  
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	
  
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.	
  	
  
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.	
  	
  
	
  
	
   	
  
Bibliography	
  
Simonson	
  ,	
  M.,	
  &	
  Schlosser,	
  L.	
  (2006).	
  Greenwich,	
  Connecticut:	
  Information	
  age	
  Publishing.	
  
Holden,	
  J.	
  T.,	
  &	
  Westfall,	
  P.	
  J.	
  (2005).	
  an	
  Instructional	
  Media	
  Selection	
  Guide	
  for	
  Distance	
  Education.	
  USA:	
  
United	
  State	
  Distance	
  Learning	
  Association	
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Educational	
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Simonson,	
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  Teaching	
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www.derekstockley.com.	
  
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  Studi	
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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.          
  • 11. Bibliography   Simonson  ,  M.,  &  Schlosser,  L.  (2006).  Greenwich,  Connecticut:  Information  age  Publishing.   Holden,  J.  T.,  &  Westfall,  P.  J.  (2005).  an  Instructional  Media  Selection  Guide  for  Distance  Education.  USA:   United  State  Distance  Learning  Association  (USDLA)  Official  Publication.   Horton,  W.  (2006).  e-­‐Learning  by  Design.  Ca,  USA:  John  Willey  and  Son.   Naidu,  S.  (2006).  e-­‐Learning:  a  Guide  of  Principles,  Procedures,  and  Practice.  New  Delhi:  Commonwealth   Educational  Media  Center.   Noirid,  S.  (2007).  E-­‐learning  Models:  A  Review  of  Literature.  he  1st  International  Conference  on   Educational  Reform  .  Mahasarakham  University,  THAILAND.   Simonson,  M.,  Sharon,  S.,  Michae  ,  A.,  &  Susan  ,  Z.  (2006).  Teaching  and  Learning  at  a  Distance  (Third   Edition).  Columbia,  Ohio:  Merril  Prentice  Hall.   Stockley,  D.  (2010).  e-­‐Learning  Definition  and  Explanation.  Retrieved  February  19,  2010,  from   www.derekstockley.com.   Yin,  R.  (2008).  Studi  Kasus:Desain  dan  Metode  (Translation).  Jakarta::  PT.  Grafindo  Persada.