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the combination of blended learning technique and computer technology, this can be called “innovative
learning” iLearning. [5]
2. The objectives of this study
2.1 To improve teaching strategies by using innovative technology and innovative teaching
techniques and substitute previous teaching strategy system.
2.2 To develop an innovative learning by integrating with new learning system.
2.3 To increase the efficiency of smart students and smart teachers by using innovative learning.
3. Innovative Learning iLearning
It is a new teaching system that brings innovations and technologies to develop a teaching
system to increase the efficiency of students’ learning and quality. This can be divided into two groups.
3.1 ICT based:
It is a learning format that use new innovations and technologies to be part of teaching and learning
activities. For example, ICT based can increase the performance of instructors to become smart teachers
by using many computer technology tools, such as Social Media, Blog, Google App, Youtube, Open
Courseware, TED, Simulation Games, eBook, iTunes U, and so on.
3.2 Non-ICT based:
It is a learning format that do not use any computer technology but use other new teaching
strategies, such as learning by rally, Problem Solving, Discovery Learning, Concept Mapping, Juggling, and
so on.
4. Innovative Learning Development
Innovative Learning Development by ADDIE Model as follows:
Figure 1. ADDIE Model Wikepedia, 8 April 2014.
4.1 Analyze: To study the requirement of innovative learning
4.1.1 Reform: by canceling the previous system
eClassroom and use iLearning system instead. From preliminary study, we found that there are some
limitations in teaching strategy with e-Learning of online learning management system LMS in Hatyai
University. There were no interaction between teachers and students, no connection of databases
between each classes in registration system, and no links among users in authentication server. Therefore,
an idea was proposed to improve online learning management system by using blended learning
technique with software called “Moodle”. This will improve teaching and learning efficiency and be able
to connect the users to social media, such as Facebook [7].
Figure 2. The problem of traditional electronics learning.
This technique allows teachers to increase more channels to instantly communicate with students.
According to that survey, there were three factors that affect the previous system:
First, the information from e-learning system eClassroom based was taken from 300 samples
divided into 200 students and 100 teachers. We found that the reason that they mostly use eClassroom
system is to download and upload course materials for 218 persons or 72.70. However, we found that 121
persons or 40.30 have problems with download and upload. Moreover, most people agree that if there is
any change in eClassroom system, it will not affect much. Nevertheless, 1.7 recommended that the
university should improve the performance of the system. In summary, 40.30 have problems with
download and upload course materials, and 21.30 have problems with the system down or not working.
20.30 agree that the system is too slow and 18 admitted that the sizes and types of the files are
limited.
Second is the requirement information to develop an iLearning system. From the result, First
topic is function of the system that has an average value 3.98.
Firstly, they want the system to support video files, multimedia eBook files, picture files, and
many document formats 4.27. Secondly, some users want to check their scores and grades from
assignments and examinations 4.26. Second topic is security of the system. What users want the most is to
limit the access and use 3.95. Third topic is structure and format of the system 3.64. Users require
beautiful proportion of screen size 3.71. Fourth topic is the ability and performance of the system
3.58. Users need more speed and response 3.86.
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Third is other information relating to the development of the iLearning system.
From study, we found that most subjects use their PC personal computer to access to the system
for 47, and most of these prefer social media, such as Facebook for 51. And the media that 33 love to
use the most is video.
4.1.2 Modernizations: For previous
development in Hatyai University, the strategy was focused on an educational quality development to
become experts EdPEx. This strategy will make a well-qualified scholar with efficiency and
productivity, which comprises of three competencies 3T.
- Teaching T1 is a teaching technique that
focuses on the student to be center. Instructors will look for knowledge through network society and
practice their teaching skills in order to make students have real-life experience, and also accept the changes
of new innovation to create enjoyable learning environment for students.
- Touch T2 is a close monitoring technique
that promotes the student to be part of excellent management and service.
- Technology T3 is the method to manage the
learning system by using iUniversity to manage information system, innovation, and new management
system.
4.1.3 Interactive: Students are able to manage
their classes for both in-class and out-class. Students can review the lessons and materials anytime
anywhere including better interaction between instructors and students. By using these techniques,
instructors will be able to interact with students and create more interesting learning environment for the
students.
4.1.4 Effective: To assess the performance of
media that the instructors use from smart teachers and continue developing until it covers all instructors.
4.2 Design Hatyai University Innovative Learning Project is
an innovative and information technology development for learning and studying project, which
is divided into five parts.
Figure 3. Innovative Learning design
4.2.1 Infrastructure: the improvement of basic
infrastructure can promote learning activities as iLearning.
4.2.2 LMS Applications: the development of
information technology to support and manage learning activities, such as iLearning system, e-book
making, and Hatyai University App.
4.2.3 Smart teachers: the quality development
of teaching system for instructors and students.
4.2.4 Research and Development: teaching
research development
4.2.5 Courseware and learning materials: the
production of teaching media from other sources and instructors, such as Open Courseware and Simulation
Games 4.3 Development
In order to support new modern teaching system, Innovative learning can improve current teaching
system to become International teaching System by integrating current teaching system with social
network and social media. This innovative learning system can improve learning and teaching
performance of instructors and make professional scholars [4].
Factors to make innovative learning consist of the following:
4.3.1 infrastructure: establishing smart
classroom with full of modern electronic devices to support teaching system, establishing research and
development center for innovation of mobile RDIM, and making new lesson contents by improving
classroom and laboratory to support iLearning teaching system.
4.3.2 Smart teachers:
establishing 15 instructors for board of committee from who has
passed the previous iLearning system seminar with new technology to support teaching system.
- Learning how to use Google app for Education - Learning how to use basic and advance
iLearning system - Learning how to use Facebook for teaching
system - Learning how to use iBook Author
- Adjusting basic knowledge about using computer on iPad and Macintosh
4.3.3 Smart courseware: producing teaching
media to support teaching system by using knowledge from the seminar including providing software and
courseware to support teaching system from other sources
4.3.4 Smart tools: establishing iLearning
system for all classes in order to increase online class efficiency.
4.4 Implementation Smart student: providing 30 students studies in
the class of Smart teacher and evaluate satisfaction of the class. We found that the satisfaction of the student
is in the range of “Good”.
Smart teacher: all instructors are able to make
fan page, e-book, iTunes U for their own classes in order to support all in-class activities and create more
channels to interact with students. Besides, we found that all instructors are able to make their own teaching
media very well by using iBook author.
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Smart tools: From the results of the survey
relating to the efficiencies on how to use tools to support iLearning system from both instructors and
students, we found that the satisfaction of all users is in the range of “Good” in terms of design, function,
and efficiency of the system. 4.5 Evaluation
From this research, we evaluate a group of students who has passed the class that were taught
with iLearning system in many aspects. We measured the satisfaction of learners to iLearning system or
introducing new tools and media. We also evaluate the comparison of scores or GPA of the student as
pre-assessment and post-assessment, how well the students can access through the system, and which
channels that the student preferred to access the most [5].
5. Conclusion
The development of innovative learning or iLearning system is an integration of innovation and
technology to develop a new teaching system in order to increase learning efficiency. Therefore, we have to
develop the performance of instructor by establishing a group of smart teachers and train them about any
relating iLearning programs. We also have to prepare the infrastructure in order to support this new teaching
system coupled with investing on innovative technological research and development. Then, these
smart teacher groups can produce new teaching media or provide software and courseware in order to use in
class and also measure the efficiency of innovative learning. In addition, we have tested smart students in
the pilot scale.
We found that these students are very satisfied with innovative learning system in terms of
modernization which focus on the learner as a center, interactive function that allow instructors to be able to
manage the class from both inside the class and outside the class, and better relationship and
interaction between instructors and learners which allow instructors to be more connect with the
students.
References
[1] Badrul H. Khan. 2004. The People–Process– Product Continuum in E-Learning: The E-Learning
P
3
Model. Issue of Educational Technology, Volume 44, Number 5, Pages 33-40.
[2] Balraj Kistow. 2011. Blended learning in higher education: A study of a graduate school of business,
Trinidad and Tobago. Caribbean Teaching Scholar, Vol. 1, No. 2, November 2011, 115–128.
[3] Clank, R. C. and Mayer, R. E. 2003. E-Learning and the science of instruction. John WileySons,Inc,
New York. [4] Khan, Badrul, H. 2005. Learning features in an
open, flexible, and distributed environment. AACE Journal, 132, 137-153.
[5] Malataras, P., Pallikarakis, N. 2007. Evaluation of an E-learning Course in Biomedical Technology
Management. Computer-Based Medical Systems, 2007. , 687 – 692. CBMS 07. Twentieth IEEE
International Symposium on. [6] Marc, Rosenberg, J. 2001. E-Learning:
Strategies for Delivering Knowledge in the Digital Age. United State: McGraw-Hill.
[7] Narat Kornkamol. 2012. Blended Learning Management System Development: A Case Study of
Hatyai Universty.Thailand.
Management of Information Technology, PSU Conference.
Education and Leadership in Glocalization : What does “think globally, act locally” mean for education around the world?
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Does Short Training Has Effect on E-Learning Adoption in Learning Process?
Mahendra Adhi Nugroho
Yogyakarta State University, Indonesia mahendra_adhi_nyahoo.com mahendrauny.ac.id
Abstract
This research explores short training effect on e-learning technology acceptance in classroom
learning process. This research adopting Davis’s 1989 Technology Acceptance Model TAM that
is focused in three main aspects in adopting technology there are; Perceived Usefulness,
Perceived Ease of Use, and Intention to Use.
Quasi experiment method was conducted on 28 lecturers from several departments of
Yogyakarta State University that have age 24-57 year old mean 35 years old. Short training was
conducted in 4 sections which has 3 hour long per session. All of data is taken using questionnaire
that is tested using validity and reliability test. Paired t-test is applied to explore the differences of
participant’s perceptions on three aspects of e- learning technology acceptance before and after the
short training is conducted. In further analysis, an additional analysis on training quality aspects was
conducted that can be a locomotive on trainings success in adopting e-learning.
Paired t-test shows mean differences before and after short training at all technology acceptance
aspects. Before and after short training, Perceived Usefulness has mean differences increase 9.85
with t=4.73 and sig.= 0.00, Perceived Ease of Use mean increase 6.00 with t=4.02 and sig.= 0.00, and
Intention to Use mean climb 4.46 with t=4.66 and sig.=0.00. Those results prove that short training
can drive e-learning technology adoption. Further analysis on training facilities, training module, and
delivery quality were conducted to explore training progress quality. Participants perception on training
facilities, training module, and delivery quality shows very high values with 68, 50, and 43
respectively. Base on that result can be concluded that those factors are the training success trigger.
Moreover, 57 and 61 participants said that their skill and understanding respectively increase
dramatically. Keywords: Short Training, Technology
Acceptance Model, E-learning
1. Introduction
