ECCE 201 8

1. ECCE 2018 ANALYSIS OF TEACHER’S ATTITUDE TOWARDS ONLINE LEARNING AT UNIVERSITAS TERBUKA INDONESIA By: Prof. Udan Kusmawan, Ph.D. & Della R.Jovanka

2. BACKGROUND • Government Rules  Academic Qualification Standards and Teacher Competencies; consists of: pedagogic, personality, social, and professional competencies. • Current advancement of information technology (ICT) in education and learning, ex: teachers need to equip themselves with ICT mastery for classroom learning methodologies (pedagogic competence), such as the use of multimedia and information resources.

3. Teacher's competences can be acquired through direct participation in online learning program. • In this case, as education provider where the majority of its students are teachers, UT has provided all students with online learning media, experiences and materials. • This experience should help teachers improve their academic abilities and competencies as the 21st Century educators.  • For this purpose, the Faculty of Teacher Training and Education of Universitas Terbuka (UT) (read: FKIP-UT) has strongly suggested its students to practice various online and digital sources delivered by UT, as well as online learning programs via online tutorials as an alternative medium for their learning process. However, in particular to courses which require hands-on practical skills to be proceeded by students, they must join online tutorial while conducting their practical programs on site required.

4. Research’s purposes • Analysing student attitudes toward online learning resources provided by UT, • Analysing student attitudes toward online learning assistance services provided by UT, • Analysing UT students' skills in utilizing the learning resources and online learning assistance services provided by UT, and • Identifying what factors affect the utilization of learning resources and UT online learning services as part of the learning process for students.

5. REFERENCES • Factors affecting students' attitudes toward online learning determine the success of online learning (Zhang & Bhattacharyya, 2008). • Significant factors are significantly associated with increased awareness of using technology in online learning, enriching basic technology knowledge and skills, improving learning materials, provision of computer training, user motivation to use online learning systems, and full support from universities (Bhuasiri, Xaymoungkhoun, Zo, Rho and Ciganek, 2012). • Another factor is the characteristics of dwelling or demographic areas (Bertea, 2009; Cheng, 2006; Paris, 2004; Roca, Chiu, & Martinez, 2006).  • Finally, the degree to which students can access to the ICT technology also affects thier attitudes toward online learning.

6. Method • A descriptive qualitative research on the analysis of teachers’ attitudes and competencies.  • Questionnaire survey adopted from Al Musawi (2014) was administered to gain data of attitudes of teachers towards online learning. • This study uses a purposive sampling technique, employing FKIP-UT students registered in The Early-childhood Education and Elementary Education Programs of study (Read respectively: PGPAUD and PGSD). These group of students constitute the majority of group of students studying in FKIP-UT. The purposive sample was whom domicile in the Regional Office of Purwokerto, Palangkaraya, and Jakarta.

8. UT – OER

9. Instrument

13. Result • The first information of this study was about students access to digital information provided by UT. It was found that the students have moderately been capable of accessing such the information on UT online resources (SUAKA-UT), such as electronic journals (24.2%), digital library (48.3%), Smart Teacher Portal (23.5%), web-based enrichment materials (34.9%), MOOCs (10.7%), UT-TV (14.8%), and UT- Radio (4.7%), other sources (2.7%). Additionally, it was about 56.4% of the students gained information through UT digital courses (online tutorials).

14. Conclusions • UT students already know the online learning resources and assistance of UT (70.5%). • Online learning resources ever accessible to UT students are online tutorials, digital libraries, Smart Teachers Portal, and other UT open source learning resources. • Courses that have been accessed by UT students online are courses provided by their online tutorial (Tuton), • Students' attitudes toward UT's online learning resources are that students feel UT's online learning resources are beneficial and help their day-to-day work as teachers.

15. ....conclusion • Students' attitudes toward UT's online learning support services are that students feel they've heard of the online learning assistance service provided by UT through UT regional offices and tutors. • UT students are able to take advantage of UT learning resources and online learning assistance services as part of the learning process. This is evident from the number of students who follow the online tutorial and access the SUAKA-UT. • Factors that affect the utilization of learning resources and UT online learning services as part of the learning process for students is the internet network and the students’ ability in using computer.

16. Suggestion • Based on the above conclusions, then the suggestion that we propose is in the next research, should the sample of respondents expanded, including high regional representation, medium, and less access to the internet.

17. Thank You