Quality Assurance in Online Learning at Scale at the Indonesia Cyber Education Institute

Pannen, Paulina

doi:10.1007/978-981-16-0983-1_9

Cited by 12 publications

(11 citation statements)

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“…The lecture system at universities underwent a transformation from face-to-face to online learning during the Covid-19 pandemic which emphasized the importance of digital technology in lectures (Rapanta et al, 2020), such as learning from home through media using digital technology (Pannen, 2021. The acceleration of digital transformation has led to changes in many aspects of life including the way of teaching and learning on campus due to the pandemic (Rospigliosi, 2020;Jaelani & Hanim, 2020).…”

Section: Results and Discussion 1 Cyber Islamic University And Distan...mentioning

confidence: 99%

CYBER ISLAMIC UNIVERSITY: Development of Digital Technology for Learning and Creative Economy at IAIN Syekh Nurjati Cirebon

Jaelani¹

2022

Al-Amwal : Jurnal Ekonomi Dan Perbankan Syari'ah

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This article will explore the concept and application of the Cyber Islamic University (CIU), which is a priority program for institutional transformation in distance learning starting in 2021 as part of the transformation of institutes into universities and changes in financial governance from work unit-based financial management to service agency financial management (BLU) at IAIN Syekh Nurjati Cirebon. It is crucial to study the application of CIU as a new model of Higher Education of Islamic Religious (PTKI)which organizes distance education for students, academic development through the use of metaverse technology, and the development of digital entrepreneurship that presents a creative economy for the sustainability of educational services. This study uses a qualitative method by choosing a grounded theory approach to build the main concept of CIU and its application in universities. Data were obtained from unstructured interviews from various statements of informants who were actively involved in CIU's transformation and published on the media or website, then the data were analyzed by coding, concept formation, categorization, and theory formation stages. This research found that the institutional transformation of IAIN Syekh Nurjati Cirebon into Cyber Islamic University is a new model of higher education that organizes distance education for students to increase access to education that is inclusive for everyone. CIU for academic development through the use of metaverse technology to improve the quality of educational services that unite virtual worlds and reality that can be implemented for good values by presenting accessibility, diversity, equality, and humanity. Institutional transformation of the Public Service Agency's financial management can develop digital academic entrepreneurship with a creative economy platform that can increase income, create jobs, and simultaneously promote social inclusion, cultural diversity, and human development to strengthen educational services.

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Section: Results and Discussion 1 Cyber Islamic University And Distan...mentioning

confidence: 99%

CYBER ISLAMIC UNIVERSITY: Development of Digital Technology for Learning and Creative Economy at IAIN Syekh Nurjati Cirebon

Jaelani¹

2022

Al-Amwal : Jurnal Ekonomi Dan Perbankan Syari'ah

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“…Currently, online education is a rising rapidly in Indonesia. This program need to get some regulations and quality assurance to be improved (Pannen, 2021). To present new innovations in education field with m-learning, there is form of education supported by the use of mobile devices and internet capability (Ngampornchai & Adams, 2016;Poole, 2020).…”

Section: Discussionmentioning

confidence: 99%

“…Interestingly, this research found that both teachers (52%) and students (58%) in secondary high school are still lacking to utilize the mobile device into the learning activities in the online learning platform such Moodle. In contrast, in the higher education setting, during the pandemic, online learning platform used to share, communicate, collaborate, and interact effectively by students and teachers (Pannen, 2021). Belawati and Nizam (2020) also pointed that, Google was highly popular in their online learning platforms.…”

Section: Discussionmentioning

confidence: 99%

Readiness toward M-Learning Implementation During Pandemic COVID-19: Secondary High School Teachers and Students Perception in Indonesia

Rosiva

Kuswandi²,

Soepriyanto³

2022

JPIPFIP

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Since pandemic covid-19, almost secondary high school in Indonesia offer distance education courses to minimalize face-to-face meeting with advancing technology, particularly through mobile device. However, some Institution of secondary high school do not offer distance learning find several problems when implement it, such as the device readiness and internet capability. The current research aims to explore the readiness of teachers and students in secondary high school toward the mobile devices usage as m-learning implementation during the pandemic. A survey was distributed to secondary high school’s teachers and students in Malang, Indonesia. Total of respondents was 32 teachers and 206 students. The results of this reasearch showed that, almost of teachers (100%) and students (99%) have device readiness. In contrast, almost of teachers (89%) and students (85%) have acquired the basic skills requirement for m-learning. This finding suggests that teachers and students to improve their advanced skills in mobile usage for learning goals.

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“…In addition, thanks to the Industrial Revolution 4.0 and the impact of the COVID-19 pandemic, many traditional face-to-face courses and programmes have been shifted to online and blended teaching and learning. Besides focusing on face-to-face training, quality assurance in higher education today also pays attention to online and distance education (Pannen, 2021;Tertiary Education Quality and Standards Agency, 2017;Zuhairi et al, 2020). Consequently, future research can adapt the instrument in this research to survey students learning in online/blended courses and programmes.…”

Section: Conclusion and Recommendationsmentioning

confidence: 99%

Students’ Perception of Quality Assurance in Higher Education in Vietnam: Empirical Evidence and Implications for Face-to-Face and Alternative Modes of Learning

Nguyen

et al. 2023

JL4D

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Students are considered the most essential internal stakeholders in the higher education sector. They play a significant role in quality assurance processes. This study aims to investigate students’ engagement with and perceptions of Vietnamese higher education quality assurance. The study conducted an online survey questionnaire for undergraduate students in five major cities across Vietnam. The researchers utilised convenience sampling method to draw a representative sample from the target population. The 1,323 valid responses were collected and analysed using IBM’s SPSS Statistical Tool. The results show that most of the Vietnamese students were aware of quality policy and quality assurance models implemented at their institutions. The purposes of quality assurance and the focus level of quality assurance were also reported on by the majority of respondents. However, the positive change as to the results of quality assurance implementation was not clearly observed by the students. The paper concludes that Vietnamese students were involved in several major quality assurance processes, and they were aware of only important quality assurance tools implemented at their university.

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Quality Assurance in Online Learning at Scale at the Indonesia Cyber Education Institute

Cited by 12 publications

References 0 publications

CYBER ISLAMIC UNIVERSITY: Development of Digital Technology for Learning and Creative Economy at IAIN Syekh Nurjati Cirebon

CYBER ISLAMIC UNIVERSITY: Development of Digital Technology for Learning and Creative Economy at IAIN Syekh Nurjati Cirebon

Readiness toward M-Learning Implementation During Pandemic COVID-19: Secondary High School Teachers and Students Perception in Indonesia

Students’ Perception of Quality Assurance in Higher Education in Vietnam: Empirical Evidence and Implications for Face-to-Face and Alternative Modes of Learning

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