Implementations of M-Learning in Higher Education in Indonesia

Andry Alamsyah, Gadang Ramantoko Institut Manajemen Telkom

 

 

Abstract: Mobile phone experiencing unprecedented growth of technology and usability in

Indonesia. The very high penetration, mobility, ubiquity and its flexibility make it as a

natural choice for learning tool in higher education. Mobile learning (m-learning) is an

extension of electronic learning (e-learning), which is part of a learning management system

that widely used in universities today. In addition, the nature of m-learning and the

advantages of newer technology will draw interest, engagement and higher rate of adoption

among young generation including students. The purpose of this research is to determine the

elements of forming and supporting of implementations of m-learning in higher education in

Indonesia.

Keywords: m-learning, e-learning, ubiquitous, pedagogy, university

 

The revolution of mobile device technology in the past 10 years changes 3 basic

things in our everyday communications, connected to anywhere in the world, anytime

anyplace connectivity, and resources can be accessed anywhere and anytime. We sum up

those three points into three keywords for mobile device characteristic mobility, ubiquity and

flexibility. These characteristics drive mobile devices as a natural choice for mobile learning.

Indonesia have high penetration of mobile phone user, it is 85,9 % from 254 million

population as march 2011 and 34 million internet users according data from Mobile Network

Operator [1] and Asia Digital Marketing Association [2]. The number indicates

unprecedented growth of mobile device, which contributed by the fact that mobile phone, has

been part of many Indonesian lifestyles. The characteristics of mobile phone that show

ubiquity and personalized device is also another advantage as a learning tools comparing to

other devices. Mobile learning (m-learning) itself is an extension of electronic learning (e-

learning), which is part of a Learning Management System (LMS) that widely used in

universities today. A successful e-learning implementation drives the development of m-

learning, because the nature of m-learning itself and the advantages of newer technology will

draw interest, engagement and higher rate of adoption among young generation including

students. Pachler et al [3] illustrate mobile devices as resources for learning, adoption trends,

characteristics, constraints and challenge. By understanding trend and pattern of mobile usage,

we conclude that mobile adoption for learning is an inevitable for the future. In Task Force

Report of National Science Foundation of America on “Cyberlearning” Borgman et al [4]

traces the historical advances learning in ICT for human interaction [Fig. 1]. They discern

five waves of resources, which increase complexity of the media from basic, physical

interaction around transient oral communication towards social networking and Web 2.0

characteristic by cybernetic mediation, cloud computing, sensor networks, etc. The report

argues that the set of actions and interactions possible has changed with each new waves of

mediating technologies. Mobile technologies and devices very much have to be seen as part

of this development trajectory.

 

 Fig. 1. Advances of Communication and Information Resources for Human Interaction

   

Woodill et al [5] explain the business drivers for mobile learning, we apply those

drivers factor into education perspective and we conclude:

1. Widespread deployment or higher penetration of mobile computing means that

infrastructure for mobile learning is already in place and cost of mobile access to the

internet is being reduced each year.

2. On modern perspective, teaching and learning are not fixed in the class, these

processes can happen anytime, anywhere while students are on the move.

3. The technology allows student to work on their task away from the campus, and

submit their work to the teacher by email, chat, FTP, web, SMS, etc.

4. Students and young people have higher rate of adoption to new technology. Mobile

communication is firmly embedded in their personal lives, they are quickly learn and

use mobile technology and expected the technology is also part of their learning

process.

Mobile Learning Ecosystem

Fig. 2. Mobile Learning Ecosystem

In today context, mobile learning is the ability of any given person to use networked

mobile technology to access relevant information or store new information, regardless of their

physical location. A more precise, according Woodill et al [5], technical definition might look

like this: mobile learning is personalized learning that unites the learner’s context with cloud

computing using a mobile device. Mobile learning is the opposite of learning that takes place

in a traditional classroom where the learner sits, immobilized, paying attention to an instructor

who stands at the front of the room. The networked mobile technology system that supports

mobile learning is a complex mix of multiple forms of mobility, many different mobile

technologies, a diversity of carriers, a variety of learners, a multitude of learning contexts,

teachers with all levels of experience with mobile learning, and many approaches to the

design of mobile content and teaching methods. To understand this complex system, it helps

to think of it as a mobile learning “ecosystem” made up of people embedded in a particular

cultural context using mobile technologies on a network to access or store information as part

of a learning experience. Illustration of mobile learning ecosystem is shown at [Fig. 2]. By

observations, we identify mobile learning ecosystem adapted to higher education in Indonesia

condition divided into 6 categories as follows:

1. Devices: Practically many of the newest mobile gadgets fall into this category.

Smartphone, tablet, e-book reader have all the capabilities to support m-learning activities.

Some devices are developed beyond their initial objective with help of mobile

applications, for example: location-based services application developed using GPS

technology.

2. Infrastructures: Mobile technology infrastructures is consist of several development of

telecommunication technology such as 1G, 2G, 3G, 4G, GSM, TDMA, LTE or Wimax.

The mobile network operator in Indonesia today is supported mobile speed up to

3.5G/HSDPA, therefore it may be the major limitation to support full multimedia or 2

ways teleconference in m-learning. Smart implementation of infrastructures to overcome

bandwidth limitation for mobile service is one of big challenge for m-learning

implementation.

3. Concepts: Several concepts are adaptable to support m-learning activities such as Near

Field Communication for tagging, collecting data, student identification and personalize

content, Augmented Reality for providing sense, visualization and increasing user

experience for learning content.

4. Content: Learning content could be in different forms start from simple form such as

SMS or text based messaging service to interactive multimedia. The implementation of

every form chosen is depend on the necessity and the budget, the more advanced form the

more bandwidth needed.

5. Platforms: The development of mobile application to support m-learning have to consider

mobile operating system platform. Several platforms that widely used today notably are

Android, iOS, and blackberry. The right decision about what platform should be used for

development based is important, as the development cost is high.

6. Tools: Many tools are available to support development system for m-learning, its all

depend on what type of application to build. Today, HTML5 is the promising tool to

support interactive multimedia and with the help of application converter, we can convert

HTML5 document into mobile application native language, it will help us to cut learning

curve with native language and create more application easily.

The ecosystem is important mapping to understand how we implement m-learning to

higher education in Indonesia. By understanding the ecosystem, we can identify the specific

need, determine our concept and use the right technology, tools, and platform to deliver m-

learning content material.

Learning Management System

As we stated before, e-learning is a part of Learning Management System (LMS) in

university. E-learning is widely used as added value or extension of pedagogies or teaching

methods. Universities with comprehensive e-learning system support enrichment of their

intellectual property / knowledge management. Logically, with all course materials,

curriculum, publications, and other important information are integrated, easy to access, then

it would be easier to link universities and industries. In other aspects, webometric, which is

system for the universities based on a composite indicator that takes into   account both the

volume of the Web contents (number of web pages and files) and the visibility and impact of

these web publications according to the number of external inlinks (site citations) they

received, it means webometric measures openness access to university resource, industry

connectivity and international activities. In Indonesia, there are no common rules and

guidance in The Ministry of Education on how e-learning should be implemented, but

practically many universities have implemented LMS in different level of adoption. From

about 3070 private and public higher education, its only around 50 higher education

registered their e-learning system in Direktorat Jendral Perguruan Tinggi (http://e-

learning.dikti.go.id, as per March 2012). We observe and gathering data how is the

implementation of e-learning and LMS in general. We observe and interviews two

universities as our case study, Bina Nusantara University and ITB. Both universities

implement e-learning and gained positive feedback of their LMS.

Bina Nusantara University (Binus) is a private university that has strong commitment

and tradition in ICT implementation. Their LMS is called BINUSMAYA, started in 2002 in

form of e-Management, experiencing several development evolution, their latest version is a

combination of e-learning and Academic Information System (AIS). BINUSMAYA system is

designed to support specific studies via Multi Channel Learning (MCL) where students can

study in their own time, and not reliant on face-to-face with their lecturer, and also student

can access the entire range of resources available to them online. Binus Online Learning

(BOL) is a program degree offer flexibility in learning method offered to students who has the

limitation of following regular class schedule. Learning and studying activities are not

bounded by specific times or place, while different methods applied, they have to maintain

similar pedagogy and learning quality between this program and regular class program. By

using multimedia and intuitive system, increasing learning experience, and diminish gap

between face-to-face and non face-to-face activities. BOL process can be illustrated as in [Fig.

3], the key characteristics of this degree are: Online Discussion Forum for visual interaction

between students with their group work and lectures. This forum divides into three types:

class room, personal room, and team room. Class Conference, a real-time virtual class

interaction between students and lecturer.

Fig. 3. Binus Online Learning process illustration

ITB is one of the best public universities in science and technology. They also have

implemented LMS, although their LMS and AIS are on separated application and non-

integrated each other. LMS and e-learning can be accessed from http://kuliah.itb.ac.id and

AIS can be accessed from http://akademik.itb.ac.id. The AIS system consists of public

information and private information. Public Information is open information such as: rules

and general information regarding university activities, course schedule, class list and course

list, announcement for students, etc. Students, lecturer and other civitas academica can access

this information freely as long as they are inside the campus network, if they are outside

campus network they need to use Virtual Private Network application for security measures.

Private information is close information such as: student registering, list of student advisory

on particular lecturer, student grade, and other confidential information. Access to private

information use account information and password, on each type of account whether its

student or lecturer can be opened anywhere as long as they have correct login and password.

The LMS in ITB is not officially implemented, based on the interview, it is still in beta status

or try out period. ITB’s LMS scope is still limited to putting course material online, there is

no online interactivity between student-lecturer. Majority of lecturers in ITB itself is not

aware of the LMS system, some of them have their personal method to deliver their course

online via blog or email, resulting little integration / standardization in LMS ITB.

The comparison between two case studies shows us different level implementation of

LMS in universities in Indonesia. Both universities are representation of university with

strong commitment in building ICT infrastructures to support their education system. In order

to have the same vision among civitas academica about LMS, the need of socialization,

policy and integrated implementations is important. Implementation reward and punishment

method is also another possibility to make the system is used effectively.

ICT implementations in Higher Education

We categorize three level of implementation Information and Communication

Technology (ICT) in universities in Indonesia to support their learning management system

(LMS) and academic information system (AIS). Some universities are in low-level adoption

using internet to deliver schedule or course material by email. Information such as course,

lecturer, student, schedule, etc. are saved into non-integrated database system, for example

saving the information to excel, access or other small database type, this is common practice

for small scale campus with around a hundred students. Learning activities is done by face-

to-face in the class and oral communication. Class activities, course schedule, and grade

information shown physically in the “information board” is the most updated information

comparing digital information. Borrowing books process and other library activities, such as

catalog searching is done manually. The next level is the medium-level. It is the most adapted

to many universities in Indonesia. In this level adoption, the universities has already

implement the following facilities:

Computer network connected to internet, wired or wireless

University services and information published using web publishing

Learning management system and academic information system connected to database

integrated

Global search facilities about specific content in the university

Library Information System (LIS) for online / offline catalog

This level adoption is more scalable than previous level, hence it can support more

information for student learning activities up to thousands students. Most universities in

Indonesia support this level of adoption.

The higher-level adoption is the universities provides learning management system

service supported by information and communication technology correspond with medium-

level with following addition services and facilities:

Constant contact between all parties in universities supported by mobility or m-learning

Application and system that support learning collaboration work and research. Maximize

mobile devices as content source for learning and research by building sensor network

and include student participatory in the process.

Cloud computing and cloud information available as resources when we need application

or data. Because of some confidential information, these services should keeps inside the

universities virtual private network.

Based on adoption level we categorize three main levels of universities using ICT as follows:

Level

Adoption

Description Characteristics

Low Email, Separated Database (LMS

and AIS), Offline Information is

preferred, Manual library

Low internet connection

Mostly hundreds students

Medium LAN / WAN, LMS and AIS

Integrated Database, Web

Publishing, LIS, Global Search,

User Generated Content

Fast Internet Connection with

mixed implementation Wired /

Wireless services

E-learning supported

Can support up to thousands

students

High Support mobility for LMS and AIS,

Cloud Computing / Cloud

Information, Tags, Virtual

Classroom, Location Based

Information, Just-in-time

Information, NFC / RFID,

Monitoring and Trend Tracking,

Augmented Reality

Very fast internet connection

supporting wireless services only

for users

M-learning supported

Scalable number of users

Although there there are several level implementations of ICT in universities, we

conclude in general that university and other higher education in Indonesia is very well

adapted to technology change and ready to move furthermore when integrated more advanced

technology into their academic activities. They embrace new technology such as m-learning

as part of the dynamic nature of sciences and technology.

M-learning Technology View

M-learning is direct implications of the evolution of new technology, which is mobile

technology. In mobile technology, we divide our study into hardware and software

technology aspect. Wireless or cellular technology is a part of hardware technology, which is

in Indonesia today provided by the operator / carrier. The fastest mobile connection

implemented in Indonesia is 3.5G. In reality, this connection is not reliable and tends to

unstable for most cases. The cause of this problem identified by too many concurrent

connections “overcrowded” at a location at certain time where Base Transceiver Station

(BTS) provider can not handle the scale number of request. Not every BTS can support

maximum speed to 3.5G and handle the same amount of request. Bandwidth provided by

provider is often limited because of bad quality connection and bandwidth management

system that is not working effectively. This is common practice in Indonesia because of

higher level of competition between provider resulting “price war” and bad service quality.

One solution to solve mobile connection problem for students is university

installation of high speed broadband fixed line in campus, and then distribute bandwidth via

wireless / wi-fi connection that can be accessed by mobile devices inside campus area. It

might not the ideal solution, but at least with this strategy e-learning and m-learning material

still can be accessed while student at the campus, or when they are looking for high-speed

connectivity, they just need to go to their campus. This solution is logical in current issue with

cellular network reliability. Many universities question effectiveness of m-learning

implementation, some are delayed or put the implementations on-hold, while network

reliability still become major issue. We think with this solution, they can continue developing

m-learning system to support their current LMS and e-learning system. The availability of

mobile version for most e-learning content also can help deploy the information wider,

mobile version also important as long as we have issue with access speed.

Fragmentation is another hardware issue when developing mobile application in type

and platform. Today there are many types of mobile devices, such as: mobile phone, tablet,

e-book reader, game console, etc. And some of mobile devices platform such as: iOS,

Android, Blackberry, Symbian, Windows Phone, etc. When developing m-learning application,

we have to decide what platform and what kind of mobile devices our target is, because

development cost of mobile application is quite high, it is not wise to develop high cost

application but accessed only by few people. Knowing what kind of devices and platform use

by student is important, that's why we need to arrange survey for gathering data about

student’s mobile devices. It is easier if we found one devices or platform that become

majority, we can directly develop native application for particular devices and platform.

Otherwise, if we have difficulty to decide what platform to developed or there are no majority

devices, we need solution for this fragmentation issue such as developing mobile web

application that can be open by any mobile devices browser. There are some pros and cons

from mobile web application vs. native application, but we will not discuss these technical

matters in this research.

In software technology, we give two example integrated LMS application and content

creation application in mobile devices. The first example is Moodle (Modular Object-

Oriented Dynamic Learning Environment), Moodle is a open source application for creating

Course Management System and Virtual Learning Environment. Moodle has good

performance for creating e-learning application, it has principles and plug-in function to

increase Moodle performance, some of principles function are: assignment submission,

discussion forum, files download, grading, instant messaging, calendar, news and

announcement, quiz, wiki. Moodle primarily launching their product for desktop version

supporting e-learning functionalities, but recently Moodle release their mobile version.

Moodle mobile version is easy to use, by activating mobile web service on the server we can

access e-learning content in mobile format on our mobile devices. The second example of

software technology is iBook Author and iTunesU who just released by Apple in January

2012. iBook Author is software to create multimedia content and later published through

iBook, which is e-book reader application for iOS devices. Apple is focusing their product on

easy to use multimedia-based content creation and highly good experience result, this means

that content creator or lecturer will not need to know technical detail such as programming

language on the process. iOS devices are famous for their multimedia capabilities and good

user experience. iTunesU is an application from Apple to store and distribute education

material that can be downloaded freely or paid. In iTunesU course material is formed in a way

that similar to course outline which contain its syllabus, info, course material, quiz, test,

assignment. Supported by good user interface, user experience, good ecosystem and tight

integration between platform and devices, makes this application suitable for m-learning.

Reliable hardware and software technology for mobile devices is very important aspect in m-

learning. A good m-learning application must perform flawless and have good user

experience, in order for user to keep using it.

Forming and Supporting Factors for M-learning Implementations

By observations and interviews in aspects of how are the implementations of learning

management system in university, how adaptable a university for information communication

technology adoption, and what are identified as m-learning supporting technology. We gather

data and determined several factors of forming and supporting m-learning implementations

and bring the discussion into a Focus Group Discussion that consists of 6 peoples.

Participants were recruited with different background, student, lecturer, and others with

different understanding about IT knowledge with age range from 20-37 years old. The choice

of participants is reflected to peoples who directly concern about new method of learning,

with this choice, it is hoped that the result will reflect the actual condition and support data

validity. Categorization and identification influential factor from the discussion is as in [Fig.

4] follows

Fig. 4. Influential Factors Model

We establish three main influential factors, Management, Technology and External Drive.

Management is concern about innovative way / technology to support effective learning

method. Technology is list of current technology available to support m-learning. External

drives is focusing to identify several factors involved in the decision to use mobile technology

as an alternative to e-learning and LMS. If we discuss deeper into Fig 4, we can match

pattern of influential factors model with Mobile Learning Ecosystem in Fig 2, which can be

shown as follow

Fig. 5. Influential Factors Model combine with Mobile Learning Ecosystem

The influential factors model is also applicable if we see the implications on our case study at

Bina Nusantara University and ITB.

It is generally accepted from research that it should not rely on one source of data.

Triangulation is an approach that we choose, it is a research using a combination of more than

one strategy in a single investigation. Qualitative methods research use triangulation as a

research strategy to assure completeness of findings or to confirm findings. Denzin [6]

explains several types of triangulation, and Data Triangulation is the most suitable for our

type of research. We develop a Triangulation Matrix [fig. 6] to show various data source that

will be used to answer each research question and assured that our findings is supported by

multiple source.

Research Question Obs Stu Lec IT Camp JB

Would mobile devices be a next logical choice for learning

tools?

✔ ✔ ✔

What is the advantage and disadvantage accessing course

material from mobile devices?

✔ ✔ ✔

Is user centered learning and personalization supported by

mobile devices?

✔ ✔ ✔

What factors driving universities to implement m-

learning?

✔ ✔ ✔

How is e-learning & LMS implementation in university? ✔ ✔ ✔

How is ICT level of adoption in university? ✔ ✔ ✔ What kind of mobile technology supporting m-learning? ✔ ✔ ✔

Obs = Observations Stu = Students Talk Lec = Lecturer Talk

IT = IT Staff in Campus Camp = Campus Management JB = Journal / Book

Fig. 6. Triangulation Matrix

From Influential Factors Model and Data Triangulation, we found several key

findings about forming factors and supporting factors of m-learning implementations.

Forming factor of m-learning implementations as follows:

High penetration of mobile devices is giving new opportunity to maximize their

utilization as learning tools for students.

Mobility concept is very attractive. Accessing course material can be anytime and

anywhere.

High level of adoption into new technology and gadget in Indonesia, especially mobile

devices. Outside education institutional, the young generation has already well adapted to

this technology for their social networking life. Many have learned about content creation,

programming and ecosystem in mobile technology. The interest will grows further, it

would be easier to integrate this well accepted technology as part of learning activities in

university.

Student centered learning and personalized / customization material based on interest is

also supported by mobile technology.

Mobile technology also support Multimedia interface means increasing user experience

and make more engaging product to its user.

For university, m-learning will support wider deployment and coverage of their current

learning management system.

Some application will be expanded their capabilities using mobile devices features such

as camera for face recognition, GPS for location-based application, RFID and QR for

tagging or identification.

The implementations of m-learning system will work as planned, effective and

sustainable if the supporting factors as follows are delivered:

Supporting policy and big commitment from university to arrange m-learning system as

an extension of their current learning management system.

Successful deployment and higher rate of m-learning adoption will be determined by easy

to use, logical, and small size application. Fast connection and reliable application is also

important factors. Reliable application is the application that is created using good coding,

good design and good framework.

Complete content and good quality application features. Application features can be

created easily if using native application that directly access mobile devices features such

as: camera, GPS, NFC/RFID

Technical and Non-technical support system available and easily accessible.

Future Research

We hope this paper becomes first step and foundation for future studies regarding

implementations of m-learning in Indonesia. In the future research, qualitative method using

observation, focus discussion group and data triangulation can be extended using larger

dataset or quantitative methods for each factor on influential factors model. It is also possible

using different approach, for example less portion on device technology factors but more on

the need of student center learning and personalization of learning content, management

initiatives, or other internal factors. Approach the study from user experience view is also

very interesting subject, as recently there are high demand for paid m-learning content that

require sophisticated learning experience. Sample and case study also can be improved, since

our two case studies represent “the best ICT universities” while majority are not in the case.

References

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