Data Presentation Discussion Model of Dick and Carey design can be found in Appendix 2.

2480 respondents very frequently used the Internet for searching for information in order to support learning processes. In addition, 91.7 of them possesses e - mail addresses, which was expected to optimize e -learning utilization. Lecturers, administration staff, and students as users were keys to e -learning success. E-learning model was certainly strived for eliminating direct lecturer-student interaction as was in the class. Lecturers were by far used facilities of LCD and laptop to run powerpoint or as aids in delivery of materials. This was based on stude nts‘ responses of the question of technologies used by their lecturers in the class and their capabilities in operating it. Infrastructure of Faculty of Economy provided sufficient facilities to students in searching for the needed learning information. F acility of wi-fi in the campus area of Faculty of Economy was extensively used by students to search for lecture materials or other information. Fulfilled requirement of infrastructure resource would facilitate installation to home Web site of Faculty Airlangga University that had already linked to faculties. Web site of Airlangga University has already been used by most students of Accounting Department of Faculty of Economy. About 90.2 respondents have ever visited the Web site and utilized link faciliti es available in the university Web site. Home Web site of Airlangga University was used by students to browse faculty link, academic link, and departmental link, successively. 2481 Processes of learning currently taking place in Airlangga University were one-way and two-way. One-way process of learning connoted a direct face-to-face interaction of lecturers and students where the lecturers spoke and the students sat down and listened. In two -way process of learning, there was lecturer-student interaction interrupted by discussion. In general, processes of learning were divided into three stages: preliminary planning of the learning, process of material delivery and media involved, and the final stage of evaluation. Based on analyses of documentation, organizatio nal and user demands, infrastructure and processes of learning, it was known that lecturers and students played important roles in e -learning. In addition, media of delivery and supports of information technology of the Internet complemented the use of e-learning. Stage of design ing could be performed after the completion of these analyses.

4.4. Designing of E-learning Model

This stage was initiated by determining content of e -learning. These materials would involve lecturers, administration staff, and students. Content of e-learning can be found in Appendix 7. Before the construction 2482 of e-learning model, Data Flow Diagram DFD was to be made firstly. This diagram can be found in Appendix 8 and database of learning. Data Flow Diagram DFD of e-learning explicated lecturer-student interaction in the processes of learning. Database of learning was a storage function in e-learning system that would be made when the e -learning would be implemented. The Data Flow Diagram DFD could be started firstly from l ecturers or students, or administration staff. There was no standard rule governing this since all of them were interconnected and interrelated flows of data and information. There three parties that would involve in the processes of e - learning: administration staff, lecturers, and students. Administration staff was responsible for arranging and controlling data input from students and lecturers, including for creating preliminary setting of e -learning. Once the e-learning setting created, the lecturers and students were capable of interaction. In e-learning, lecturers uploaded instructional materials and delivered it to students during the on -line class. Lecturers were also capable of changing desired materials or deleting outdated materials. Additionally, lecturers were facilitated to send questions of exams and their answers with scores to students. In utilizing the Internet facility, students firstly entered login and password and subsequently downloaded the desired e -learning materials. During on-line lectures, discussion facility or forum group could be utilized.