E-learning Model of Accounting Department of Airlangga University

2484 Start Define objectives learning VisionsMissions Example information to compare theory and practices Step of learning Motivation Formulate spesific objectives learning Team discussion in one subject Find the topics in each meeting Define learning process Define example caseexercise based on theory and practice Define evaluation model Using IT Database Learning process Learning mechanism Learning style Learning motivated Learning method E-learning system in Accounting Department E-learning system evaluation Lecturer Data Student Data Curricullum Data Class Data Major Study Data Lesson Data Forum Data TestCaseFinal Test Data Score Data Evaluating Data Document Data Thread Data Feedback Are reach optimize learning ? Finish YES NO Securing data 2485 Source:Processed data, 2008 Based on the above model, there were several stages of e -learning: 1. E-learning-based planning of learning, including the following components: 1 Content of e-learning 2 System of material delivery 3 Lecturer-student interaction In planning of learning, content contained arrangements related to objects and materials of learning. These arrangements included: 1 Stage of learning, starting with delivery of objectives of the learning, stage of material delivery and closing, including session of learning. 2 Delivery of materials of learning in the forms of texts, pictures, videos, audios, simulations, or electronic present ation. 3 Interactive activities in the forms of forum groups, teleconferences, face-to-face interactions. Use of e-mail was intended to activate students both individually and in -group and provided latitudes for students to search for sources of learning in the Internet, initiate discussion, generate forums, create blogs, and so on. 4 Assignments and tests could be in the forms of study tasks, independent tests, quizzes, exams, and so on. 2. Stage of processes of learning. There several cores of processe s of learning, the two of which were: 2486 1 Finding principal materials of learning. There were several aspects to be prepared first in this stage: a. All computers had to be connected to the Internet. b. Students had their own e-mail addresses. c. Students possessed capabilities to download principal materials of learning. d. Students possessed capabilities to edit principal materials of learning and then send it to e-mails of lecturers. e. Students possessed capabilities to store the re -sent edited materials into CD or flashdisk. In brief, the stages of finding principal materials of learning were: a. In the feature of subjects, there should be entered information on objectives of learning both generally and specifically, and contract of lecture was stated fully. b. Students downloaded principal materials of learning according to objectives of learning. 2 Execution of exams. Aspects to be prepared before the execution of exams with e-learning, among others, were: a. Lecturers prepared banks of questions in a relatively large nu mber but according to the expected objectives of the learning, so that the questions could be randomized in order for students to have different set of questions. These banks of questions should be 2487 equipped with program of randomization for questions, keys to answers, and scores obtained by every participant. b. Every student possesses hisher own special number, fox example a registration number, as an identity in addition to hisher name by the time of data entry. c. All networks were well connected, where ban ks of questions and supporting programs were stored. During execution of exams with e-learning, several aspects to be considered were: a. Students opened their own e-mail, opened questions prepared by lecturers, and completed their personal identities. b. Students answered questions during predetermined time and then sent those answers to be processed. c. Students were to receive their scores based on their answers. 3. Evaluation of the learning. Evaluation of learning was an important part of e -learning success. By means of database of evaluations, it could rapidly be known which elements of assessment required improvement and follow -up. Therefore, in the implementation of e-learning, management system needed to be given attention. The management system consisted of arrangements and monitoring of student tracks and lecturer records, time and schedule of 2488 execution, access to both users and administration staff, prevention of plagiarism, ethic code and maintenance of data.

CHAPTER V  CONCLUSION

5.1. Conclusion and Suggestion

Conclusions that can be drawn from the present research, among others, are: 1. Stages in the construction of e-learning model were initiated by identification of organizational needs, users‘ needs, infrastructure and processes of learning. In those s tages, objectives, participants, techniques of material delivery, media and processes of learning were to be identified. Thee next stage was identification of e -learning needs and then designing of the e-learning. This stage was started by determining contents of e-learning. 2. E-learning model for higher education institutions was different according to their respective needs and characteristics. In constructing an e-learning model, one of approaches that could be used was Dick and Carey Design. The constructed e-learning model only reflected the need for information system of Accounting Department of Airlangga University. The e-learning model was initiated by determination of objectives of learning, then instructional activities involving online discussion, material uploading and downloading, online administration of quizzes and exams and evaluation. Those activities were translated 2489 into computer programs and constantly utilized the Internet in its applications. Suggestion provided in order to obtain adequate outcomes are: 1. Strategies of direction priority and objectives of learning in Accounting Department need to be re-devised and then executed. Training of human resource and an integrated management information system must be priorities. 2. In addition to lecturers and students as users of e-learning, administration staff is highly desirable for the success of e -learning. 3. Lecturers as main sources of learning were obliged and must have e -mail. 4. E-learning server needs to be supplemented in Accounting Department.

5.2 Implication

The constructed e-learning model shall be used as basis for determining an e - learning model in a higher scope faculty or university. The e-learning model shall be flawless when it is translated into programming language or software. References Adri, Muhammad. 2008. Pemanfaatan Teknologi Informasi dalam Pengembangan Media Pembelajaran. Komunitas eLearning Ilmu Komputer.com