Literature Review Classification Results holdout accuracy rates

2473 Setiawan, 2005. Instructional Design is used to design, develop, evaluate, and refine an e-learning for higher education Siragusa, 2008. There three 3 criteria for optimal utilization of the Internet technology in delivering learning Rosenberg, 2001: 1 e -learning is a network with capability of updating, retaining, distributing, and allocating instructional material or information; 2 transmission to end -users through computer by means of standard Internet technology; 3 focus on broadest view on learning behind traditional learning paradigm. In instructional designs, there are voluminous models that can be used to compose e-learning-based instructional materials Botturi, et al. 2008; Herridge, 2004. Among those models are a Morrison, Ross and Kemp who tend to class orientation, b Seels and Glasgow who tend to outcome, and c Dick and Carey who do not only orient to class and outcome but also overall system. Additionally, instructional skills in the selected models are required to be applicable to all levels low, medium, and high. Differences of the three models can be found in Appendix 1a and 1b. In general, model of Dick and Carey underlying this research uses system of outlining overall learning processes in composing smaller parts, starting from determination of instructional purposes to its evaluation Dick,

1990. Model of Dick and Carey design can be found in Appendix 2.

Attitude building in Dick and Carey‘s model represents learners who are expected to have comprehension before entering e -learning 2474 implementation phase. There are several standard requirements that have to be fulfilled: comprehension, skill, and attitude. Those requirements shall determine their applications of e-learning, from how to plan learning initially, processes, receipt of assignments and examinations, through the final phase of learning evaluation. Learning objectives are emphasized more on how learning processes are eventually achieved, what forms of those achieved learning objectives, and a variety of conditions such as suppo rted infrastructure, media, learning techniques or methods. Learning phases are emphasized more on how instructional materials should be delivered by lecturers to students. Student -lecturer interaction plays important role here. Assignment of tasks, quizze s, exams and reception of results take place in learning phases. The final phase is evaluation performed after the completion of learning processes. Evaluation shall be benchmark of success of learning processes.

2.2 Conceptual Framework

Rationale for the present research followed models of Dick and Carey Design. However, there was a development of the model involving database