Blended Learning Strategies for Cambodia, Indonesia and Thailand

11
Team 2
ITP 620 : Introduction to IT Management/Policy in Korea
Course Offered By : Prof. Jae Jeung Rho
Riri | Ardimas | Phoumen | Pornprom
December 21, 2012
Using Blended Learning as A
Stepping Stone to enhance E-Learning
A Case Study on Cambodia , Indonesia and Thailand

Using Blended Learning as A Stepping Stone To
Promote E-Learning
Presentation Topics
1) Motivation / Research Question & Design
2) Literature Review
• Definition/Component of B.L
• Korea Best Practices
• ICT for Education and e-Learning/Blended Learning Readiness
• Country/Regional Collaboration
3) Analysis
• Country/Regional ICT for Education/eLearning Readiness
• IDI Use sub index
• Gap Analysis Table
• SWOT & TOWS Matrix Analysis
4) Recommendation
• Strategies/Action Plan/Common Strategies
• Elevator Speed Developing
5) Conclusion
• How Blended Learning be a Stepping Stone to Promote e-Learning
• Limitation & Further Study
• ANNEX
2

Motivation: Achieve fully integrated and sharing IT
System that is base on 3Ns principles
3
Fundamental
Education
Vocational
Education
Occupational
Knowledge
ICT
Knowledge
Lifelong
Learning
Knowledge
and Skills
University
Education
Social Needs
Education
Ethics
National Education Network: NEdNet
National Educational Information System: NEIS
National Learning Center: NLC
Specials Needs Learner Educational personnel Management

Problem Definition
• Less of Universities which use e-Learning
in their curriculum
• Low Higher education gross enrollment
rate
4

Research questions
• How to promote e-learning method which has
low Utilization in Cambodia , Indonesia and
Thailand?
5

Objective
•To enhance Blended Learning Concept in Higher
Education which will increase the number of learning
opportunities among Cambodia, Indonesia and Thailand.
6
Sub Objectives
• To Increase
– No. of Blended learning courses/content in Higher
Education
– No. of Professors & Students who develop & attend
Blended learning courses
– No. of Graduated students from blended curriculum
– Competitiveness of KH, ID, TH in Global market

Scope of work
• What
– Blended Learning
• Who
– Higher Education (University , College)
• Where
– Indonesia, Cambodia, Thailand, Korea
• How
– Papers, Journals related with Blended Learning &
E-Learning
– Best practices & lesson learnt from Korea
7

Blended
Learning
Strategy &
Action Plan for
KH, ID, TH
8
Research Design
B
A
C

Methodology
• Literature review
• Benchmarking
• Analyze with
– SWOT
– TOWS Matrix
• Case studies
• Best practices
• Formulating and Choosing Strategies
using SWOT Analysis and TOWS Matrix
9

TOWS Matrix
10
S
List of Strengths
W
List of Weaknesses
O
List of Opportunities
SO Strategies
(Proactive)
Use Strengths to take
advantage of Opportunities
WO Strategies
(Resolve)
Overcome Weaknesses by
taking advantage of
Opportunities
T
List of Threats
ST Strategies
(Preventive)
Use Strengths to avoid
Threats
WT Strategies
(Retroactive)
Minimize weakness and
avoid Threats

Proposed Strategies and Action Plans Based on
SWOT Analysis & Korea’s Experiences
Strategy
/Action 1
Action 2 Action n
12
Strategy/
Action 1
Action 2 Action n
KH
ID
Strategy/
Action 1
Action 2 Action nTH

Outcomes
• Blended Learning Readiness of KH/ID/TH
• Strategies & Action Plan
13

Literature Review
1. Definition/Component of B.L
2. Best Practices: KR
3. ICT for Education and e-Learning/Blended
Learning Readiness
4. Country/Regional Collaboration
15

Literature Review
• Finn & Bucceri (2004) : “Blended learning environment integrates the
advantages of e-learning method with some advantageous aspects of
traditional method, such as face-to-face interaction. Blended learning
brings traditional physical classes with elements of virtual education
together “.
• Thorne (2003) : “a way of meeting the challenges of tailoring learning and
development to the needs of individuals by integrating the innovative and
technological advances offered by online learning with the interaction and
participation offered in the best of traditional learning”.
• Singh & Reed (2001) : “ a learning program where more than one delivery
mode is being used with the objective of optimizing the learning outcome
and cost of program delivery. It focuses on on optimizing achievement of
learning objectives by applying the “right” learning technologies to match
the “right” personal learning style to transfer the “right” skills to the
“right” person at the “right” time”s.
• Combination instructional modalities (or delivery media) , methods ,
online and face-to –face instruction ith computer-mediated instruction
<Bersin & Associates(2003), Driscoll (2002), Reay (2001), Curtis J, Bonk
(2006) >
16

• Allen, Seaman, and Garrett : a blended course has
anywhere between 30 to 79% of online content
delivery with the remaining content delivered in a
non-web based method such as face-to-face
instruction
17
Curriculum ICT

Positive Impacts
• Brown (2003): blended learning supports all the benefits of e-learning
including cost reductions, time efficiency and location convenience for the
learner as well as the essential one-on-one personal understanding and
motivation that face to face instructions presents.
• Curtis J.Bonk (2006) : Blended learning improved pedagogy, Access and
Flexibility and Cost-Effectiveness it also Increased Opportunity for
participating to enroll
• Maryam Tayebinik (2012) : B.L major benefit is to overcome the
shortcomings of online instruction and exploit various instructional
process and delivery strategies in order to increase learners’ satisfaction
as well as boosting the learning outcomes.
• Alebaikan (2010) : “blended learning had the potential to enhance the
quality of learning”.
18

Current status of ICT related to Education
19
Cambodia Indonesia Thailand Korea
Rank Value Rank Value Rank Value Rank Value
Tertiary education
gross enrollment rate,
%
117 7.8 87 22.4 53 46.2 1 103.9
Electricity production,
kWh/capita
129 105.7 109 636 78 2,159.5 14 9,239.7
Mobile network
coverage, % pop
49 99 97 90.0 130 37.8 25 99.9
Int’l Internet
bandwidth, kb/s per
user
40 28.1 109 2.9 70 10.8 66 11.9

Current status of ICT related to Education (Cont.)
20
Cambodia Indonesia Thailand Korea
Rank Value Rank Value Rank Value Rank Value
Accessibility of digital
content*
106 4.4 67 5.0 84 4.8 15 6.2
Adult literacy rate, % 107 77.6 78 92.2 71 93.5 15 99.0
Individuals using
Internet, %
140 1.3 118 9.9 93 21.2 10 83.7
Households w/
personal computer, %
122 4.3 105 10.8 79 22.8 17 81.8
Households w/
Internet access, %
133 0.4 109 3.9 88 11.4 1 96.8
(Source: World Economic Forum 2012)

E-Readiness and
E-Learning Readiness
Source: e-readiness rankings (EIU, 2008) and e-learning readiness rankings
(EIU, 2003)
21
E-Readiness E-learning Readiness
Country Score Ranking Score Ranking
South Korea 8,34 15 8,24 5
Thailand 5,22 47 5,11 36
Indonesia 3,59 68 3,67 53
Cambodia N/A N/A N/A N/A

22
ICT in Education Dimensions Emerging Applying Infusing Transforming
1. National ICT in Education
Vision Cambodia
Indonesia;
Thailand
2. National ICT in Education
Plans & Policies Cambodia
Indonesia;
Thailand
3. Complementary National
ICT & Education Policies Cambodia
Indonesia;
Thailand
4. ICT Infrastructure &
Resources in Schools
Cambodia;
Indonesia
Cambodia;
Indonesia Thailand Thailand
5. Professional
Development for
Teachers & School
Leaders
Cambodia;
Indonesia Thailand
Stages of ICT Integration in Education
6. Community/
Partnership
Cambodia;
Indonesia
Thailand
7. ICT in the National
Curriculum
Cambodia Indonesia;
Thailand
8. Teaching &
Learning
Pedagogies
Cambodia;
Indonesia
Cambodia;
Indonesia;
Thailand
Indonesia;
Thailand
9. Assessment Cambodia;
Indonesia
Thailand
10. Evaluation &
Research
Cambodia Indonesia;
Thailand
(Source: Bunyamin Maftuh)

Best Practice – ICT in Education
25

Best Practice – Blended Learning
• Virtual University Project (1998 – 2000)
– 65 Univ + 5 Companies Joined
– Government gave no funding -> Universities try to
maximize current infra & minimize buying new
equipment
– Involve Partnership with Industries
– Provide training to academic staff  overcome
resistance of new technologies
– Success Project :
• SNU Virtual Campus
• Open Cyber University
• Sookmyung Cyber Education Center
26

Best Practice – Blended Learning (contd)
• E-Campus Vision 2007
– Cyber University
Learning Methods : Online
Started to offers face to face courses
Affiliating with campus-based universities
Learning communities use blended
– Example Sungkyungkwan University
• Govt. Funding of $3.5Million
• use minimum amount of hardware
• try to use own regular classroom and university’s internet
resources only.
• Only use Lecture Table + Internet
• Improving offline lecture and add advantages from online lecture
27

Country/Regional eLearning Cooperation
• “Strengthening CLMV Capacity for ASEAN Cyber University
in Cambodia” is the first e-learning project support by
Korea Government, from 2010 to 2012. Object:
– To build the capacity of Cambodia’s human resources through
the ASEAN Cyber University by establishing the E-Learning
center.
– To contribute to narrowing the digital technological gap, and
enhance ICT cooperation among ASEAN member nations.
• If successful, Cambodia will join with other ASEAN member
in the future ASEAN-ROK Cyber University proposed during
the ASEAN-ROK Summit in June 2009.
• If successful, this ASEAN-ROK Cyber University will link the
ASEAN member countries and the Republic of Korea to
support E-learning.
28

Analysis
1. IDI Use sub index
2. Gap Analysis Table
3. SWOT/TOWS Matrix
30

IDI access sub-index (2010 and 2011)
• Five indicators : fixed line penetration, mobile cellular
penetration, international Internet bandwidth per Internet
user, the proportion of households with computers and the
proportion of households with Internet access.
31
IDI access sub-index Rank 2011 Use 2011 Rank 2010 Use 2010
Korea 11 8.30 11 8.17
Malaysia 54 5.85 51 5.66
Thailand 91 3.78 89 3.60
Indonesia 99 3.37 98 3.28
Cambodia 113 2.53 111 2.43
(Source: International Telecommunication Union, 2012)

IDI use sub-index (2010 and 2011)
• Three indicators: Internet user penetration, fixed broadband
penetration, and mobile broadband penetration.
32
IDI use sub-index Rank 2011 Use 2011 Rank 2010 Use 2010
Korea 1 8.17 1 8.04
Malaysia 56 2.85 48 2.57
Thailand 100 1.09 95 1.00
Indonesia 92 1.40 93 1.40
Cambodia 135 0.19 143 0.18

IDI skill sub-index (2010 and 2011)
• Three indicators: adult literacy, secondary and
tertiary enrolment
33
IDI skill sub-index Rank 2011 Use 2011 Rank 2010 Use 2010
Korea 1 9.86 1 9.86
Malaysia 90 6.69 90 6.69
Thailand 62 7.34 64 7.22
Indonesia 100 6.41 100 6.41
Cambodia 120 4.38 120 4.38

ICT Development Index (IDI) (2010 and 2011)
34
ICT Development
Index (IDI)
Rank
2011
IDI
2011
Rank
2010
IDI
2010
Korea 1 8.56 1 8.45
Malaysia 58 4.82 57 4.63
Thailand 92 3.41 89 3.29
Indonesia 95 3.19 97 3.01
Cambodia 121 1.96 119 1.88
(Source: Measuring the Information Society 2012)

INFRASTRUCTURE
Korea's
Strategy
Stakeholders/
Institution
Incharge
Initiatives/ Projects KH ID TH
A
ICT
Infrastructure
1
MEST &
Ministry of
Information
Providing Computer to All
Teachers
x x x
2
constructing computer
labs
v v v
3
providing one personal
computer for every five
students + internet
connection (least 2
Mbps.)
x v v
35
Gap Analysis

EDUCATION INFORMATION SERVICE
Korea's Strategy
Stakeholders/
Institution
Incharge
B
EDUCATION
INFORMATION
SERVICE
1
Establish Education
Information System
x v v
2
University e-Learning
Supporting Centers(ULSC)
x v v
3 EDUNET x v v
4 NEIS x x v
Schools,
Local
Education
Office, Local
Government,
MOE , HRD
constructing a
computerized environment
x v v
5 CHLS x x v
36
Gap Analysis

CAPACITY BUILDING OF TEACHER
37
Korea's
Strategy
Stakeholders
/ Institution
Incharge
CAPACITY
BUILDING OF
TEACHER
1
Training Focus on : Teacher
ability to develop multimedia
materials and use the internet v v v
2
Training Focus on :Teacher
ability to use and produce
educational content and
materials v v v
3
Provide off-line&Online ICT
Training Program (Integrated) v v
Par
tial
4
Nurture Innovative Teachers
Program x x v
5
Development of E-Learning
Standard for Content x x v
Gap Analysis

STANDARDIZATION AND CONTENT
38
Korea's
Strategy
Stakeholders/
Institution
Incharge
C
ICT EDUCATION
STANDARDIZATION
1
Development of E-Learning
Standard for Service x v v
2
Related with
Educational
Content
Strategies
E-Learning Content QA System
x x
v
Gui
deli
ne
D
EDUCATIONAL
CONTENT
1
Knowledge Information
Distribution System v v v
2
joint∙use system for lecture
information of online
universities x v v
3
Req : EDUNET ;
Local Educational
Offices + MOE
Gaining Multimedia Content
v v v
Gap Analysis

ICT EDUCATION POLICY
39
Korea's
Strategy
Stakeholders/
Institution
Incharge
E
ICT EDUCATION
POLICY
1
Req : in aligned
with ict
infrastructure
Students to learn computing
for 1h/week
v v v
2
Three
Newspaper
Promoting ICT for education v v v
3
Korea Multimedia Education
Center: KMEC
x v v
4
Korea Education and
Research Information
Service: KERIS
x x
5
Regional bureau for ICT in
Education
x v x
6
Education Cyber Security
Center
x v x
Gap Analysis

SWOT Analysis / TOWS Matrix
• Strategies
• Action Plan
40

ID: SWOT Analysis
41
S
1. Clear Legal Framework
2. Indonesia government has decided that
education is number one priority for
development
3. Indonesia has released several programs to
support ICT in education:
• Jardiknas (Network for education)
• TVE (TV education) to cover the region
which has not internet connection
• Edukasi.net
• Capacity Building for teacher
• Electronic School Books
W
1. Low Quality of teachers (among 2.692.217
teacher, only 27 % (i.e. 727.381 teachers
qualified)
2. Low of teachers ICT literacy
3. Indonesia doesn’t have standardization for
content in e-learning.
4. Indonesia doesn’t have institution focus on
specific area like e-learning like KERIS and NEIS
O
1. GDP Growth in positive status
2. Indonesia government has developed
Vocational Education
3. Indonesia government permits to foreign
university to take part in Indonesia
4. Indonesia government has a program to
connect all islands in Indonesia with high
speed connection, and the program will finish
at 2015 and program Internet Masuk Desa
(Internet goes to villages) this project has
target to provide 33.100 Villages and 5748
District
5. At 2014 Indonesia government will implement
12 years compulsory education.
T
1. Unequal Quality of Education
2. Unequal distribution of ICT infrastructure and
Facilities

Strength Weakness
Opportunity 1) Using High Speed access
in Jardiknas to support
education (S3a+O4)
2) Develop the electronic
school books for 12 years
compulsory education
(S3e+05)
3) Optimizing TV
edukasi(S3c+O4)
4) Develop more content in
edukasi.net (S3d+O4)
1) Collaboration with foreign
university to produce skilled
teacher and
lecture(W2+W1+O3)
2) Release policy and establish
institution that focus on
standardization of content in
e-learning(W3)
3) Establish an institution/body
that focus on e-learning(W4)
Threat 1) Release E-learning
content QA system
policy(S1+T1)
2) Expand Utilization of
Jardiknas(S3a+T2)
1) Set up the standard minimum
for infrastructure and Facilities
in higher education (W3+T2)
2) Implement and enforce ICT
Education Cyber
Systems(W3+T1)
42
ID: TOWS Matrix

ID: Strategies/Action Plans
Component of ICT in education Sector
A. Infrastructure
– Using High Speed access in Jardiknas to
support education
• Set up the minimum standard for
bandwidth (2mbps)
– Expand Utilization of Jardiknas
• Widening of utilization of jardiknas
– Set up the standard minimum for
infrastructure and Facilities in higher
education
• Set up Standard speed connection
• Set up Standard Facilities
• Set up Standard system Information
• Give incentive or zero tax for ICT
education commodities
• B. Education Information Service
- Develop the electronic school books for
12 years compulsory education
- Optimizing TV edukasi
• Creating TV program related with
education for showing in TV Edukasi
43
C. Capacity Building for teacher
- Collaboration with foreign university to produce
skilled teacher and lecture
• Scholarship for teacher and lecturer
• Adopt teaching model from other country
university
D. ICT in education standardization and Educational
content
- Release E-learning content QA system policy
• Create a policy E-learning content QA
system
- Release policy and establish institution that focus
on standardization of content in e-learning
• Create a policy for standardization of
content in e-learning
• Build a system for standardization
E. ICT in Education policy
Establish an institution/body that focus on e-learning
Establish a body under minister of Education
and the body will focus on ICT in education
Implement and enforce ICT Education Cyber systems
policy
Using Blended Learning, government can
encourage the university and student to use ICT
in education

Strength Weakness
1. ICT was introduced in Master Plan of Ministry of
Education, Youth, and Sport 2009-2013.
2. Government managed to stabilize the political in
whole country.
3. ICT was introduced in teacher trainer curriculum.
4. National Information Communication Technology
Development Authority (NiDA)was created to
enhance ICT development
1. National ICT policy is still in draft
2. Computer Penetration is still low
3. There are numerous of school still do not connect
to Internet
4. The number of access internet is low
5. No budget line for ICT equipment and services
6. The number budget for higher education is low
7. The electricity price is expensive if compare to
neighbor countries
8. No Regional bureau for ICT in Education
Opportunity Threat
1. National Information Network (NII) is being
building (10 provinces were connected)
2. Teaching material was available both online and
offline
3. MOEYS have been integrating ICT in new
curriculum for grade 11 and 12
4. All the teacher training center are equipping with
Computer lab
5. Government provides to local and international
NGO 0 percent tariff on importing PC for education
purpose.
6. Khmer-Language was embedded in computer tool
7. Low-power consumption computers were
introduced by Open Institute
1. Fear of learning technology in education is still a
concern in teacher training
2. Complexity of Khmer Unicode is a concern, (high
switching barrier)
KH: SWOT Analysis
44

SO Strategies (Proactive ) WO Strategies (Resolve )
1) Integrated ICT in both formal and
informal education
2) Connect all computers labs to central
sever
3) Enhance and promote online learning
website for teacher trainer
1) Build more computer lab in school to
provide more opportunity to student
for accessing computer
2) Khmerization and standardize all ICT
learning content
ST Strategies (Preventive ) WT Strategies (retroactive)
• Provide more effective ICT training to
teacher trainer with supporting
learning material in Khmer
• Allocate sufficient budget for promoting
ICT in education.
KH: TOWS Matrix
45

Component of ICT in education Sector
A. Infrastructure
• Build more computer lab in school to provide
more opportunity to student for accessing
computer with Internet connection.
– Establish organization or department, under
MOEYS, which has solely responsible for
promoting ICT in education.
– Promote with NGOs and other development
partner countries to make a low consumption
computer.
– Equip the school with solar panel or wind power
in order to ensure there enough electricity use
in school
– Train the teacher in school to be able repair
some basic computer problem, for example
install/uninstall application, reinstall Windows,
change had disk…
• Connect all computers labs to central sever
– Connect all computers in school as LAN
(client/server)
– Create and apply the same network structure to
all school
– Form special team which responsible for
maintain network in school (provincial level)
B. Education Service
• Enhance and promote online learning website for teacher
trainer
– Equip ICT material such as PC and projectors
– Create an activity or program to encourage teachers
develop lesson in digital content. (ex: provide award to
teach who create more lesson in digital content with
good quality)
– Provide special price for internet service to teacher
C. Capacity Building of Teacher
• Provide more effective ICT training to teacher trainer with
supporting learning material in Khmer
– Facilitate the learning content by converting them to
Khmer
– Increase more time for teacher to learn and practice
computer
– Make an evaluation on content of lesson every to find
the weak point
D. ICT education standardization
• Khmerization and standardize all ICT learning content
– Made software in Khmer Language available for free
download
– Encourage private sector to develop software or
website in Khmer Language
• Allocate sufficient budget for promoting ICT in education.
• Integrated ICT in both formal and informal education
– Distribute ICT learning content to NGOs both local and
internal which provide education to student.
KH: Strategies /Action Plans
46

47
Strength Weakness
1. (E) The government has ICT policies align with ICT for
Education
2. (E) The Ministry of Education has well developed an
integrated ICT plan with adequate funding, skillful and
knowledgeable manpower and ready available
information. These provide great benefits to set up
national development policies.
3. (E) There are responsible agency in charging of ICT for
Education in National Level
1. (A) ICT Education budget is insufficient & imbalanced in urban and
& rural areas + imbalanced for acquisition of equipment, software,
and personnel development.
2. (A) Basic infrastructure of ICT for education in the rural areas is
still insufficient for quality development.
3. (A) The expansion of ICT infrastructure coverage in rural areas is
limited, including telephone and internet networks.
4. (A) No providing computer to all teachers
5. (A) No Education Cyber Security
6. (A) No Central Agency to responsible for e-Learning
7. (D) The standard formal education system has not been upgraded
to meet the rapidly changing situation.
8. (E) Thailand has not yet supported other forms of Education (self-
learning to obtain certification).
9. (E) The frequently turnover of high-level management positions
has led to the discontinuity of operational policies and plans.
Another weakness at the lower level, there is a shortage of
experienced ICT personnel and teacher in applying ICT in their
teaching and curriculum. In addition, there is a lack of database
integration among different educational units
10. (E) No Regional bureau for ICT in Education
Opportunity Threat
1. (E) The policy to develop the country as a knowledge-
based society will increase need for e-learning content
2. (B) The technological advances enable the creation of
educational innovations and knowledge-based society.
3. (E) There is national policy to use ICT as an effective
teaching/learning tool.
4. (C) Teachers urge to learn technology for Education for
improving their teaching.
5. (B) Thai Cyber University project which will serve as a
hub for e-learning in ASEAN in the future.
1. (C) There are shortages in qualified instructors that
meet the standards and have teaching experience,
making ICT skills developments lag behind.
2. (E) Thailands’ administration system is being
decentralized, causing incomplete establishment of
clear educational policies and ICT infrastructure. The
rapid change of ICT which is requiring high and
continuous investment costs is another major setback.
TH: SWOT Analysis

48
SO Strategies (Proactive ) WO Strategies (Resolve )
1) Set e-Learning to be National Agenda for
moving nation to knowledge-based society
2) Promote e-Content for all educational level
3) Set up e-Learning Professional Training
Program for Content developer and
teachers.
1) Integrate ICT in teaching/learning
processes in order to enhance educational
capabilities
2) Develop ICT Infrastructure for educational
purposes
3) Formulate E-learning QA system &
Accreditation policy
ST Strategies (Preventive ) WT Strategies (retroactive)
Integrate ICT to improve methodologies of the
teaching/learning processes at all educational
levels
1) Improve quantity and quality of ICT
instructors by developing capabilities in
ICT integration for teaching/learning
purposes.
2) Improve quantity and quality of
educational personnel. High skilled
personnel will be able to appropriately
develop and use ICT in management of
education.
3) Implement and enforce ICT Education
Cyber security’s policies and systems
TH: TOWS Matrix

TH: Strategies /Action PlansA. Infrastructure
1) Develop ICT Infrastructure for educational
purposes
• Allocate appropriate funding for the
development of ICT Network and
Infrastructure
B. Education Information Service
1) Implement and enforce ICT Education Cyber
security’s policies and systems
• Formulate ICT Security policies for Education
C. Capacity Building for teacher
1) Set up e-Learning Professional Training Program
for Content developer and teachers.
• Provide sufficient ICT equipment's and
positive environment for ICT operations to
enhance ICT Capabilities of educational
resources person
2) Improve quantity and quality of educational
personnel. High skilled personnel will be able to
appropriately develop and use ICT in
management of education.
3) Improve quantity and quality of ICT instructors
by developing capabilities in ICT integration for
teaching/learning purposes
49
D. ICT in education standardization and Educational
content
1) Integrate ICT in teaching/learning processes in
order to enhance educational capabilities
• Support Blended Learning as a tool for
education at all levels
2) Formulate E-learning QA system & Accreditation
policy
• Formulate QA & Accreditation Policy
3) Integrate ICT to improve methodologies of the
teaching/learning processes at all educational
levels
1) Set e-Learning to be National Agenda for moving
nation to knowledge-based society
• Establish National Education Network: NEdNet
• Establish National Educational Information
System: NEIS
• Establish National Learning Center: NLC
• Establish an institution/body that especially
responsible for e-learning at National/Regional
Level
2) Promote e-Content for all educational level

Implication/Recommendation
• Support Research
• Common Strategies
• The elevator speed
50

Supporting Research
• Results of the findings showed that face to face interaction is a must for
students, it forces students to be actively engaged and connected to the
learning process. (Akkoyunlu,2008)
• Hameed, Badii, and Cullen (2008) in their study considered the efficiency of
e-learning when mixed with traditional learning; they concluded that blended
learning approach provides the most flexible method to elearning.
• Dziuban, Hartman, & Moskal (2004) in a three-year study between the face-
to-face, fully online, and blended teaching methods found that blended
teaching always give better success rates than the other two methods.
• Owston et al. (2006) : Three rationales for supporting blended learning:
fulfilling the learner's needs and motivating critical thinking skills; the flexibility
of blended learning since the learning occurs online and face-to-face and its
cost effectiveness
51

• Hameed, Badii and Cullen (2008): “sole e-learning courses is more
demanding for instructors and more time commitment is expected
of the teacher”
• Delialioglu and Yildirim (2007) : “ there are many problems for
purely online instruction like limited hardware, software, time,
money as well as pedagogical problems”.
• Maryam Tayebinik (2012) : B.L major benefit is to overcome the
shortcomings of online instruction and exploit various instructional
process and delivery strategies in order to increase learners’
satisfaction as well as boosting the learning outcomes.
• Kim and Bonk : “ by the end of the decade, the vast majority of
courses in higher education will have some web components
incorporated within traditional instruction. The blended approach is
likely to become the “predominant teaching model of the future. “
52
Supporting Research(contd)

Common Strategies of KH, ID, TH
53
Budget
Allocation
Dedicated
&
Integrated
e-Learning
Agency
Cyber
Security
for
Education
Teacher
Capacity
Building
Quality
Assurance &
Accreditation

54
TH Cyber University
aims to be ASEAN
e-Learning Hub
Seoul Cyber University of
Korea supports ASEAN
Cyber University Project
KOICA-ROK backs ASEAN
cyber university

55
Lesson
Learnt &
Best
practices
Gap
Analysis
SWOT
Analysis
TOWS
Matrix
Strategy
Action
Plan
Common
Strategies
Synergy &
Collaboration
Stepping
Stones
to
Success

56
Limitation
Stakeholder
Survey/
Public Hearing
Evaluate and
Prioritizing the
Strategies
Analyzing &
Examining
environment factors

Further Study
57
Stakeholders
Focus group
• Questionnaire
• Roundtable
discussion
• Public Hearing
EFE/IFE Matrix
• External
Factor
Evaluation
• Internal Factor
Evaluation
QSPM
• Quantitative
Strategic
Planning
Matrix
(QSPM)
• Evaluating &
Prioritizing
strategies
Strategy
Action
Plan
Roadmap

ANNEX
A. eLearning/Blended Learning Concepts
B. Korean ICT for Education Strategy
C. Supporting data for KH, ID, TH
D. Fact findings from global sources
58

• Theory on Blended Learning http://www.knewton.com/blended-learning/
• Korea e-Learning Industry Association
http://www.kelia.org/user/eng/eng100.jsp
• From Blended Learning to E-Learning
http://www.elearningap.com/eLAP2006/Proceeding/p37.1-4-fin-54-
Santhitorn.pdf
• The Handboook of Blended Learning, Global Perspectives, Local Designs,
Curtis J. Bonk, Charles R. Graham. 2006
• Nina Bencheva, 2010, "Learning Styles and E-Learning Face-to-Face to the
Traditional Learning“
• World Economic Forum, "The Global Information Technology Report 2012“
• International Telecommunication Union, "Measuring the Information Society
2012“
• Allen, I.E., Seaman, J., & Garrett, R., Blending In: The Extent and Promise of
Blended Education in the United States, Needham, MA: Sloan-C, 2007.
• Lin, H. Blending Online Components into Traditional Instruction: A Case of
Using Technologies to Support Good Practices in Pre-Service Teacher
Education. Journal of Instructional delivery Systems 21(1): 7-16 (2007).
• Young, J. R. ‘Hybrid’ Teaching Seeks to End the Divide Between Traditional and
Online Instruction. The Chronicle of Higher Education 48(28): 33-34 (2002).
59
References

References(contd)
• Akkoyunlu, B., & Soylu, M. Y. (2008). A Study of Student’s Perceptions in a Blended Learning
Environment Based on Different Learning Styles. Educational Technology & Society, 11 (1), 183-
193.
• Singh, H., & Reed, C. (2001). A white paper: Achieving success with blended learning.
• Azizan, F.Z. (2010). Blended Learning in Higher Education Institution in Malaysia. Proceedings of
Regional Conference on Knowledge Integration in ICT.
• Garrison, D.R. & Kanuka, H. (2004). “Blended learning: Uncovering its transformative potential in
higher education”. Internet and Higher Education, 7, 95–105.
• Ginns, P. & Ellis, R.A. (2009). “ Evaluating the quality of e-learning at the degree level in the
student experience of blended learning”. British Journal of Educational Technology, 40(4), Pages:
652-663.
• Hameed, Sh., Badii, A., & Cullen, A.J. (2008). “Effective E-Learning Integration with Traditional
Learning in a Blended Learning Environment”. European and Mediterranean Conference on
Information Systems.
• Delialioglu, O., & Yildirim, Z. (2007). “Students’ Perceptions on Effective Dimensions of Interactive
Learning in a Blended Learning Environment”. Educational Technology & Society, 10 (2), 133-146.
• Maryam Tayebinik & M. Puteh (2012). “ Blended Learning or E-Learning” . IMACST, 3 (1) , 103-110
• Alebaikan, R., (2010). Perceptions of blended learning in Saudi universities. Doctor of Philosophy
Thesis, University of Exeter
• Kim, K.J., & Bonk, C.J. The Future of Online Teaching and Learning in Higher Education: The
survey says…. EDUCAUSE Quarterly 4: 22-30 (2006).
60

62
Thank you for your participation

6363
Team 2
December 21, 2012

6565
Team 2
Riri | Ardimas | Pornprom | Phoumen
December 21, 2012

ANNEX A: ELEARNING/BLENDED
LEARNING CONCEPTS
66

Educational Technology Wave
1. Drilling Learning
• Technology was primarily used to reinforce learning
• Sharing was virtually nonexistent in that first wave of educational
computing technology
2. Enhancing Learning
• Technology was a cognitive tool to enhance human thinking and
reasoning
3. Extending Learning
• Ideas related to using technology to share began to crystallize
• Sharing was primarily limited to sharing papers across locations,
sharing opinions in discussion forums and sharing ideas via email
4. Transforming and Sharing Learning
• Sharing in this fourth phase of technology integration is much more
flavorful and multimedia rich; undoubtedly, it will soon be widely
accepted as standard educational practice
Curtis J Bonk (The world is Open, How web technology revolutionizing Education)
67

Open Education
1. Web Searching in the world of eBooks
2. E-learning and Blended Learning
3. Availability of open source and free Software
4. Leveraged Resources and Open Course Ware
5. Learning Object Repositories and Portals
6. Learner Participation in Open Information
Communities
7. Electronic Collaboration
8. Alternate Reality Learning
9. Real Time Mobility and Portability
10.Networks of personalized Learning
Curtis J Bonk (The world is Open, How web technology revolutionizing Education)
68

E-Learning
E-learning is the computer and network-enabled
transfer of skills and knowledge.
http://en.wikipedia.org/wiki/E-learning
69

Restricted Time Regional Distance
“e-Learning”
Why E-Learning Important
E-learning can provide poor
countries with the
opportunity to close a gap
with developed country.
Lifelong education through
e-learning is the future of
education and the enormous
market which has a number
of trillion dollars of potential
value.
- Peter F. Drucker
70

E-Learning Short Comings
 Poor Interactivity Between Teacher – Student
 only available to PC users  Sometimes
Available to Mobile Users
 More expensive
Requires a high upfront cost, new pedagogical
skills, and learners’ self-discipline and
motivation (Cantoni et al.,2004).
71
Source: International Journal of The Computer, the Internet and Management Vol. 13.No.3 (September-December,
2005) pp 79-89

E-Learning Short Comings (cont.)
Security issues to e-learning systems (Ramim
& Levy, 2006).
authenticating test-takers. To enhance the
assessment of learning performance, some
educational service providers or higher
education institutions offer a mixture of
online tests and offline tests (Gunasekaran,
McNeil, & Shaul, 2002).
72

Factors Affecting E-Learning Adoption
• technology
• technical competency
• motivation
• instructor characteristics
• student characteristics
73

Measuring E-Learning Effectiveness
• The degrees of learner satisfaction with
e-learning
• as the service quality of e-learning improves,
the learners tend to be more positive towards
e-learning
• the easier to use the students feel e-learning
is, the more useful they feel e-learning is
74
Byoung-chan lee; Jeong-Ok Yoon,In Lee,2009 Learners’ acceptance of e-learning in South
Korea: Theories and results

75
Traditional Learning & E-Learning & Blended Learning
(Source: Nina Bencheva, 2010)

Off-line
Blended strategy
On-line

Components of
Harvey’s work flow learning blend
• Portals & Web Parts
• Internet & Mobility
• Granular knowledge
nuggets
• Collaboration
• Work flow automation and
knowledge linking
• Human and automated
virtual mentoring
• Presence awareness
• Simulations
• Business process and
performance monitoring
• Continuous knowledge
capture and feedback
• Real-time notification,
aggregation, and decision
support
• Integrated learning and
enterprise applications
• Interoperable, reusable
content framework
77
Source: The handbook of Blended Learning, Curtis J, Bonk & Charles R. Graham, 2006

Categorized of Blended Learning
Component
• Education Information Service
• Capacity Building for teacher
• ICT in Education standardization and Educational
Content
• Infrastructure
• ICT in Education policy
78

ANNEX B: KOREAN ICT FOR
EDUCATION STRATEGY
79

E-Learning/Blended Learning Status
in Korea Higher Education
• Blended Learning in 2007 = 67% , increased
4% compared from previous year (63%)
• More than 50% of Classrooms equipped with
Technology
• Supported by Its Well-planned & Well-
supported Infrastructure
• Trend begin in Cyber Universities : from
offering Online course  combining with face-
to-face elements
80

E-Learning Status in Korea (Cont.)
• 86% of Cyber University students (2003) were
employed.
• 87% of Cyber-University Students have high
school diploma
• Average age of Students in Cyber University
were between 30 – 39 yrs, followed by
students in their last 20s.
81

Supporting Policies
• Five Years Master Plan : 3 periods that covers
– Information services
– Teacher capacity building
– Content development
– Infrastructure
– Organizational structure
• E-Learning Plan
82

Other Supporting Factors
• High Demand for Innovation of Education
– Dissatisfaction of students and parents with public
education
– Government feel the urgency of reforming
educational system as a whole.
– Think that ICT use in Education is the best way to
expand opportunity so they will satisfied with
Education
• World-class IT Infrastructure & Internet Facilities
nationwide
• Local Government Support
85

Virtual Univ.
Project
E-Campus
Vision 2007
86

Success Project
• SNU Virtual Campus
• Open Cyber University
• Sookmyung Cyber Education Center
87

Cyber Universities
Universities that offers courses online via
cyberspace as a form of distance education
Learning Methods : Online
Started to offers face to face courses
Affiliating with campus-based universities
 Learning communities use blended
88

Type of C.U
• Linked to campus-based univ. instititution
– Use resources from campus-based
– Allows student to take classes from these institution
– Hanyang C.U , Kyunghee C.U
• Consisting campus-based univ. consortium
– Offers greater varieties of study areas
– Seoul Digital Univ.
• Without affiliation (pure C.U)
– Seoul Cyber Univ , Hanseung Digital Univ
– Venture into blended learning
89

STATISTICS ON CYBER UNIVERSITY
90

Enrollment(KERIS,2003)
• Age
– 30 – 39years (largest group)
– Late twenties (21%)
– Early twenties (17%)
– 40s (18%)
• Freshman Quota : 3.8% (3rd highest after Univ
& Junior College)
91

• Field of Study (2007, 19,307students):
– 54% = Social Science
– 19% = Humanities
– 10% = Arts & Physical Science
• #of students : 93,297
• #of teacher : 453
92

93
ICT in Education Dimensions
1. National ICT in Education Vision
2. National ICT in Education Plans &
Policies
3. Complementary National ICT &
Education Policies
4. ICT Infrastructure & Resources in
Schools
5. Professional
Development for
Teachers & School
Leaders
Korea's Strategies
PC & H/W ; School Network ; Internet Connection ; E-Learning
Infra; U-Learning Infra
Teacher Training, E-teacher training
National Bureau, KMEC,KERIS,Regional Bureau

94
6. Community/
Partnership
7. ICT in the National
Curriculum
8. Teaching &
Learning
Pedagogies
9. Assessment
10. Evaluation &
Research
Edunet,NEIS,CHLS,Edu-fine
Teaching-Learning Model
CAI Content,Computer subject, Expand Content, Multimedia Content,Learning Object,Dig
(Source: Bunyamin Maftuh)

STRATEGY #1
Education Information Service
Source : KERIS WhitePaper 2004 – 2011
KEDI, Understanding Korean Education
95

• Two different approaches can be taken for ICT
development in Korean education:
– procedural approach
– more holistic one encompassing continuous causal
relationships
• Phase of the educational ICT infrastructure
– 1st -- The ‘Initial Infra Stage’ (1997), the Comprehensive
Plan for Education in the Information Age (CPEIA): building
the basic infrastructure by constructing computer labs and
distributing personal computers to all teachers in schools
with computer networks at all level.
– 2nd -- Five-year plan : providing one personal computer for
every five students + internet connection (least 2 Mbps.)
96

• CPEIA was cooperation between ministers,
Ministry of Information, Ministry of Science and
Technology.
• In1995, government work with three newspapers
(Chosun, Joongang, and Donga) to promoted the
importance of using ICT.
• In 1997, CPEIA was launched .PC were distributed
to teachers in schools with computer networks at
all level.
– Students to learn computing for 1h/week
– Teachers utilize ICT at least 10% in their teaching
97

• In 2001, a comprehensive five-year plan for the
Two-Phase
• Education Information System was established
• In 2003
– the number of PC’s available at schools stood at
1,351,000, or one PC per 5.8 students.
– each school had one or two computer labs depending
onthe size of the school.
– about 66.8% of all schools were connected to 2 Mbps
internet lines.
99

• In 2004,
– the internet speed was increase (2-10Mpbs)
– Modern teaching facilitator (conventional TVs, projection
TV’s, LCD projectors, etc) was equipped to elementary,
middle and high schools.
100

Key Elements of Korean ICT Education
• University e-learning supporting centers
– In 2003, University e-Learning Supporting
Centers(ULSC) was create, were equipped
• with advanced e-learning infrastructure highly
sophisticated teaching/learning-support systems.
• To promote joint development and shared
utilization of e-learning contents and systems
• To exchange content between local universities.
101

• EDUNET
– Was launched in 1996
– Operate the first the cyber learning system ,
managed by KERIS.
– In 2005, 100% of all teachers and 35% of all
students had subscribed to EDUNET
102

• NEIS (National Education Information System)
– established in November 2002 to improve
efficiency, transparency and convenience in
education administration with high quality
educational services.
– constructing a computerized environment: As of
2007, all 10,940 schools, 182 local education
offices, 16 provincial offices and the MOE & HRD
are inter-connected.
104

• Cyber Home Learning System (CHLS)
– is an internet-based learning support service
– student can choose subject according to their level.
106

STRATEGY #2
Capacity Building for Teacher
Source : KERIS WhitePaper 2004 - 2011
107

Capacity building for teacher
Year Name of The Project How Indicator
1988 – 1995 - Master Plan I
- 1988, PCs (XT)
- 1995, 32 Bit Pcs
- ICT Literacy
- Teacher ability to
develop
multimedia
materials and use
the internet
No. of Trainees
260.000
1996 - 2000 - Master Plan II
- 2000, Teacher
computers with
Internet connection
and a projector per
classroom in primary
and secondary
schools
- 1997, 1st phase of ICT
teacher training for
over 25% of teachers
annually
Teacher ability to use
and produce
educational content
and materials
No. of Trainees
340.000
108

Capacity building for teacher
Year Name of The Project How Indicator
2001 -2005 - Master Plan II
- 2001, 2nd phase of ICT
teacher training for
over 33% of teachers
annually (mandatory
course)
- Also, voluntary courses
(15 hrs. per year)
- 2001, 2nd phase
of ICT teacher
training
-
- Training focus
shifted from ICT
literacy to ICT
integration
No. of Trainees
580.000
Since 2006 - Master Plan III
- Training Based on
teacher career stages
- Continuously
facilitating teachers
integration of ICT into
schools
- - Teaching with
emerging
technology such
as web 2.0, IPTV
etc
109

STRATEGY #3
Building Infrastructure
110

Infrastructure ICT in Education
111

Infrastructure ICT in Education
112

STRATEGY #4
Educational content : Joint-Use of Teaching &
Learning Data in Higher Education
113

Automatic collection and distribution
system for lecture information
• Built pilot knowledge information distribution system for
universities : 5 universities (Seoul National Univ. Chungnam
National Univ. Jeju National Univ. Yeungnam Univ. Hallym
Univ.)
• Established pilot joint∙use system for lecture information of
online universities : 4 universities (Kyung Hee Cyber Univ.,
Youngjin Cyber Univ., Hanguk Cyber Univ. Hanyang Cyber
Univ.)
114

• creator of knowledge information can directly input
metadata information
• register the created electronic file to the system
• the system automatically converts file and then this
file is stored and distributed online so that users can
easily use it
How It Works?
115

Result
Increase in the number of domestic college lectures(more than 200% from the
previous year) and rise in the rate of use
116

STRATEGY #5
Multimedia Content
118

Unesco 2011 : Korea’s E-Learning p.86
• Using EDUNET + cooperation with 16 Regional
Education Offices
• Each offices responsible for producing specific
part of required educational content
119

STRATEGY #6
E-Learning QA Standard
120

• Development of National QA Standards
– KS (Korea Standard) – X 7001
121

KS-X 7002 (content)
KERIS WHITEPAPER 2010
122

KS-X 7003 (service)
123

STRATEGIES #7
E-Learning content QA System
124

125

The number of applications for e-Learning content QA has sharply
increased as the effectiveness of e-Learning content QA is verified.
Result :
2007 : 187 E-Learning Content Application QA
2008 : 427
2009 : +/- 700
Create
Guidelines
Online E-
Learning QA
System
Deliverables of
Contents
126

• The number of applications for e-Learning content QA has
sharply increased as the effectiveness of e-Learning content QA
is verified.
• Result :
– 2007 : 187 E-Learning Content Application QA
– 2008 : 427
– 2009 : +/- 700
127

STRATEGIES #9
ICT Education Policy :
130

Korea: ICT in Education Policy
National Bureau:
Ministry of
Education,
Science and
Technology
Korea
Multimedia
Education
Center: KMEC
Korea Education
and Research
Information
Service: KERIS
Regional bureau
for ICT in
Education
Education Cyber
Security Center
131
February 2008
April 1999
KERIS provides educators and the public with educational services such as the National
Education Information Service(NEIS), the Research Information Service System(RISS), the
National Education Service System (EDUNET), and Korea Open CourseWare(KOCW)

Strategies: paving the way to e-Transformation
132
Building
infinite
infrastruct
ure
Think
Big
Embrace
the “e”
Make
credits
transferable
Support
standards
Mix it
up
Make it
modular
Pick a
partner
Teach
the
teacher
Go
native
Source: Distance and Blended Learning in Asia, Colin Latchem, Insung Jung

ANNEX C: SUPPORTING DATA FOR KH, ID, TH
133

• Little budget is present to replace or update the old computers,
Internet connectivity is absent in many colleges, and the current
connection is very slow (128 kb/s line in most cases). (Dionys, 2012)
• Institutional capacity for management of ICT in the educational
context is far from enough. (Dionys, 2012)
• Budget for High Education , around 1.87millions, is lower compare
to other education level.
• In August 2000, Cambodia created the National Information
Communication Technology Development Authority (NiDA):
– promote and formulate IT development policy for the short, medium, and
long term;
– implement IT policies to ensure maximum economic growth
– and monitor and audit all IT-related projects in Cambodia
135

• PC related goods imported into Cambodia by international
NGOs and local NGOs can claim 0 percent tariffs if the PCs are
for education related purposes. (Madhurjya Kumar Dutta,
2009).
• The electric price is so expensive; around 4time expensive
than in Indonesia. (UNDP,2009)
• ICT will add new curriculum for student grade 11 and 12;
1week = 2hours or 1year = 76 hours (MOEYS).
• Khmer Unicode was select as standard font for all official
letter used in Cambodia.
136

• In 2005, the KhmerOS project of the Open Institute (local NGO) translated and
localized all this software to Khmer, producing applications that could deal
with Khmer language (SEAMEO, 2010).
• 8000 comprehensive ICT textbook for schools were distributed to schools and
teacher training centers (SEAMEO, 2010).
• In 2007 Intel Corporation pledges and starts delivering 250 low-power
consumption computers for schools, teacher training centers and for training
facilities for the newly created Office for ICT in Education (SEAMEO, 2010).
• In 2008, 210 staff members work under MOEYS, were trained on the use of
Khmer Unicode and Khmer language software (SEAMEO, 2010).
• Establishing the Effective Use of ICT in Education for All in Cambodia project
was established under UNESCO fund, 526 teacher trainer was trained and 838
PCs and 33 servers was equipped. (UNESCO).
• Both digital and printed materials are made available in an off-line version (as
a box set including DVDs) and online through the clearing house website
137

• The proposed ICT policy focuses on five major areas: ICT
framework, ICT service, ICT infrastructure, ICT development,
and commitment to global issues. However, it is still in draft
(Chea Manit, 2010).
• According to National Information Infrastructure (NII),
Cambodia expend to expend network to village Level by 2020.
In 2009, there are 10 province were connect (NiDA and JICA,
2009).
138

UNESCO Funned Project
• Establishing the Effective Use of ICT in Education
for All in Cambodia project:
– Duration: July 2002-July 2005
– 526 out of 676 teacher trainers and lecturers at all
teacher training colleges in the country to use ICTs for
teaching and learning
– 1,000 primary and secondary school teachers
– Computer: 838 new secondhand PCs + 33 servers
– Material: 1000 book was distribute to 26 teaching
training center (TTC)
– : 637 educational DVDs, VCDs, software programs, and
CD-ROMs to 51 educational institutions in the country.
146

VVOB and MOEYS Project
• Cambodia - Science and Life Skills in Teacher
Training
– Programme: SEAL (Science, Environmental and
Agricultural Life skills Programme)
– Location: Provinces Kandal and Siem Reap in the pilot
phase, expansion phase across the country
– Implementation: 2008 – 2013
– Budget: Total 2008 - 2013: €2,936,264 (realised 2008 -
2010: €1,060,734 planned 2011 - 2013: €1,875,530)
– Key themes: Teacher training, Education, Life skills
(Agriculture, Environment), ICT, Science
147

E-learning in Indonesia
• Indonesia has one university which has
implemented e-Learning.
• The university name is Open University
149

Indonesia data Related to ICT
education
Category Number
Populations(2011) 242,325,638
Internet Users(2011) 43,618,614
Computer Penetration (2012) 20%
Computer Users (2012) 48,465,128
Funding for Education (2012)($) 296,196,776
Number of student in higher education(2011)(%) 17.28
Number of student in higher
education(2011)(people) 41,873,870
Number of student in Open University(2012) 585,700
percentage of student in Open University(%) 1.398724304
150

Data Open University (Occupation)
Job Number %
Lecturer 467.969 79,90
Army /Police 2.231 0,38
Government officer 20.658 3,53
Private sector 43.308 7,39
Entrepreneur 10.329 1,76
Employee 4.205 0,72
Unemployee 37.000 6,32
Total 585.700 100,00
151

Data Open University (Age)
Age Number %
Age < 24 11.4730 19,59
25 - 29 153.801 26,26
30 - 34 102.400 17,48
35 - 39 57.108 9,75
40 - 44 63.720 10,88
Age > 45 93.941 16,04
Total 585.700 100
152

Enrollment Open university in other
countries
153
Negara Jumlah % Negara Jumlah %
AMERIKA
SERIKAT 3 0,23 PHILIPINA 2 0,15
AUSTRALIA 4 0,30 RUSIA 7 0,53
ETHIOPIA 1 0,08
SAUDI
ARABIA 195 14,84
HONGKONG 120 9,13 SINGAPURA 199 15,14
JEPANG 2 0,15 TAIWAN 103 7,84
JERMAN 2 0,15 YAMAN 4 0,30
KOREA
SELATAN 425 32,34 YUNANI 30 2,28
MALAYSIA 210 15,98 ZIMBABWE 7 0,53
Total 1.314 100

University in Indonesia
University Enrollment
Institute of Technology Bandung 19.440
Universitas Gadjah Mada 50.000
University of Indonesia 33.500
Brawijaya University 30.278
Airlangga University 24.143
154

Major Difference
Open University University
Distance Learning (Now E-
Learning)
Traditional Learning
No Age Limitation 5 Years From Graduated
High School
155

Indonesia
156
Wide: 5.193.252 KM2
Divide 33 Province and
446 City
62.806 District
People :
245.7 Mil
School:
293.419 Schools
Student :
51.3 Mil
Teacher and Lecturer :
3 Mil

Legal Framework (Policies)
• Law No. 20 of 2003 concerning the National Education
System
• Presidential Decree No. 20 of 2006 concerning the National
ICT Board
• Presidential Instruction No. 5 of 2008 concerning the Focus
of Economic Program in 2008-2009
• Presidential Instruction No. 1 of 2010 concerning the
Acceleration of National Development Priority
Implementation of 2010
• National Education Minister Regulation No. 38 of 2008
concerning the Management of ICT in MONE
• National Education Strategic Plan (Renstra Kemdiknas) of
2010-2014
158

National Education Strategic Plan
160

Education Condition
• Quality Gap
– Low and unequal Quality of Education
• Facilities Gap
– Unequal of School facility all over Indonesia
• Teachers Gap
– Low Quality of teachers (among 2.692.217 teacher, only 27
% (i.e. 727.381 teachers qualified)
– Unequal distribution of teachers
• ICT Gap
– Low and Unequal distribution of ICT infrastructure and
Facilities
– Low of teachers ICT literacy
162

Government Effort
• To narrow down those gap, Indonesia
government established a project in ICT:
– Jardiknas
– TV Education
– ICT Center
163

Jardiknas
• A Virtual Private Network (VPN) that connects all
units in the Ministry of Education, Educational
Institution in Province, District Educational
Institution, School & University in Indonesia.
• To facilitate the distribution of data & information
among educational institution to be more
transparent, effective, and efficient.
• Divided into Office Zone, Higher Education
Educational Institution and School Zone
164

Goals of Jardiknas
(2006 – 2010)
165

Content Jardiknas
e‐dukasi.net:
• 386 Primary Learning Material
(curriculum‐based for SMP, SMA and SMK)
• 248 Popular Knowledge (ICT, Electronics,
Automotive, Health, ETC)
• 138 Learning Modules for SMA (Online)
• 30 000 Online Self Test (SMP SMA, SMK)
• 1500 Online Competence‐based Test for SMP
(Bahasa, English Physics math, ICT)
• Animated‐based learning materials in
Electronic School Books (BSE) 100 titles (SD,
SMP,SMA)
Electronic School Books:
• 927 Electronic School Book(BSE) (SD 291,
SMP 154, SMA 276, SMK 204,Buku Bahasa 2)
168
Video Portal (795 video streaming)
How to Teach English:
• 85 Lesson Plan Teach English (SDs/d SMK)
• Best Practices of English Learning with Video
Online Tutorial
• Sychronous Tutorial (Live meeting is
conducted prior to UN-National Examination)
& Asychronous preparing for UN SMP (3
Subjects) (B. Indonesia, English, Math) and
SMA (4 Subject)(Bahasa Indonesia, English,
Math, Economics)
• / )

Content Jardiknas(2)
• UN Online Practices (SEAMOLEC)
• Mathematics Learning Resources Online (P4TK Matematika)
• Digital Reference (Garuda ‐ Garba Rujukan Digital) (Higher Ed
Directorate General/Ditjen Dikti)
• Catalogue Catalogue for for online online library library (PIH)
• Bahasa Indonesia Online Dictionary (Language Center)
• Online Glossary ((Language Center)
• E‐Journal (Higher Ed Directorate General/ Ditjen Dikti)
• Digital Library for Education and Education Personnel (QITEP/Ditjen
P4TK)
• Distance Learning in Agriculture (P4TK Pertanian,Cianjur)
170

TV Edukasi
• A station TV that focused on Education
program;
• Vision: To become a modest educational
television station that helps educate the
viewer;
• Objectives: To provide quality educational
program to support national education goals.
171

ICT Center
• it was built with aid from the South Korean
government valued at $8.9 million.
• The center is intended to provide training and
development in information and communication
technology and its dormitory can accommodate
300 trainees at a time
• the South Korean government will also provide
lectures for courses such as object programming,
information security, computer networking,
animation, web programming, IT management,
operation system,
174

E-learning Architecture/model
175

Projection of ICT Accessibility
177

Human Resources Development
Pattern of e-Education
179

Year 2010 Year 2011
Content Server Management Training for
Server Admin in Assisted Schools
Training for Learning Content Utilization
for Content Admin in assisted Schools
Training for Learning Content Utilization
for Content Admin in assisted Schools
E‐Learning Management Training for
teachers in assisted schools
E‐administration management training for
staffs in assisted schools
Learning Management System System
Training (Moodle) for teachers
Hardware Troubleshooting (server)and
LAN Training for ICT manager/developer.
180

Government Project that support
e-readiness
• Palapa Ring is a project that released at 2006
and it will finish at 2015 in this project
Indonesia government will connect eastern
part of Indonesia
• Indonesia government release a project,
Internet Masuk Desa (Internet goes to
villages) this project has target to provide
33.100 Villages and 5748 District
181

Reference
• Jardiknas and TVE For Education, Information
and Communication Technology Center,
Ministry of National Education of Indonesia
• LASMONO, SUHARTO, The Role of Jardiknas to
Support Rural E-Learning, , Information and
Communication Technology Center, Ministry
of National Education of Indonesia, Presented
in ITU-ADB 2011
182

e-Learning/Blended Learning in Thailand
• Thailand spend 20 per cent or more of their national budgets
on education.
• Several conventional universities are offering distance
education via the Internet and videoconferencing.
• Sukhothai Thammathirat Open University: STOU is one of
Leading University on Distance Learning and Blended Learning.
STOU has received Commonwealth of Learning Excellence
Awards, Asian Association of Open Universities award and
International Council for Open and Distance Education.
• Ramkhamhaeng University’s Mobile University brings e-
learning and e-commerce to the provinces in a bus fitted out
with computers and satellite hook-up
184

Thailand Cyber University: TCU
• To effectively enhance access to higher
education through distance learning via
UniNet
• To encourage the collaboration among Thai
universities in effective sharing of educational
resources
• To upgrade and assure the quality of distance
learning.
185
Source: http://www.thaicyberu.go.th/index.php?lang=en-us

186

187

e-Learning/Blended Practices
• In 2002, Assumption University established a
College of Internet Distance Education16
offering online certificate and masters
programmes in ICT and management and
doctoral programmes in e-learning methods.
• Rangsit University – RSU Cyber University
http://www.rsu-cyberu.com/
188

e-Learning/Blended Practices (2)
1) Development of Blended E-Learning Model Using Online
Interactive Reflective Learning Logs to Enhance Faculty of
Education Students’ Inquiring Mind and Retention at
Chulalongkorn University
2) Towards the e-Learning Excellence: Learners’ satisfaction of
the new e-Learning system at Sripatum University
3) Development of Pedagogical Blended E-Learning Model Using
Cognitive Tools Based Upon Constructivist Approach for
Knowledge Construction in Higher Education, Chulalongkorn
University
4) Blended e-Learning Activities for the Information and
Innovation Management Course: Its Outcomes of Graduate
Students at Bangkok-Thonburi University
5) From Blended Learning to eLearning: Experience with the
MScICT Program, College of Internet Distance Education,
Assumption University
189

Thailand: Related to ICT education
Category Number
Populations (December 2011) 64,076,033
Internet Users (August 2011) 25,090,390
Computer Users (2011) 19,941,150
Funding for Education (2012)($) 444,483.5
Number of student in higher education(2012) (people) 2,055,785
Number of student in Open University(2012) 474,109
190

Thailand: ICT Development
• Timeline
• ICT Policy
Implementation Plan on ICT for Teaching and Learning
• Basic Education
• Higher Education

Thailand: ICT Development Timeline
1996 20101997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009
ICT 2000 ICT Policy 2010
National ICT Master Plan
1st National ICT Master Plan of Thailand (2002-2008)
2nd National ICT Master Plan of Thailand (2009-2013)
9th National Economics &
Social Development Plan
10th National
Economics & Social
Development Plan
1 2
3
2011

ICT Policy 2010
Promote
Innovation
Build Human
Capital
Strengthen Information
Infrastructure & Industry
Knowledge –
based Economy
Building human
capital
Promote
innovation in
Economy and
Society
Invest in
information
infrastructure and
promote the
information
industry

ICT Policy 2010
e-Government
e-Education
e-Industry
e-Commerce
e-Society

ICT Policy Framework Development
Target Group:
• Citizen
• Private Sector
• Public Sector
Goal
Build & Promote
value add
on top of ICT
infrastructure
6 Strategies
1. Promote HR
Development
in ICT usage
2. ICT Governance
Management
3. Develop
ICT Infrastructure
4. ICT Good
Governance Usage
5. 5.Enhance Thailand’s
Industrial
competitiveness
6. Promote ICT
Usage to
increase
Competitiveness
Capabilities
Policy
Framework
IT2010
(2001-2011)
Strategies
E-Government
E-Commerce
E-Industry
E-Education
E-Society
ICT Master Plan 2 (2009-2013)Policy Framework

• Infrastructure
• Law
• International Forum
• Human Resources
• Bridging Digital Divide
• Green IT
Development & Implementations

Education Policy
1. Invest in raising the quality of the entire educational system
2. Ensure that every Thai citizen has access to no fewer than 12 years of Basic
Education
3. Adjust teacher training and development to ensure quality and high moral
standards among teachers
4. Promote the intensive use of information technology to
enhance learning efficiency
5. Developing the quality and standard of higher education institutions
6. Promote and adjust regulations
7. Coordinate all aspects of educational management through the different stages
of the planning cycle
*****

Implementation Plan on ICT
for
Teaching and Learning

Areas of management
1. Computer
2. Networks System
3. Electronics Media
5. ICT in Schools & ESAOs
4. ICT Personnel

92,399
14,400
48,340
17,329
14,400
Before 2006
2006
2007
2008
Donation
1. Computer
At present, there are 1 computer: 30 students.
Background

1. Computer (cont.)
2009-2010
13,000 PCs for 1,319 schools
5.000 laptops for primary schools
Improvement of OBEC Data Center for 225
Educational Service Offices (ESAOs) and
schools
20 maintenance centers
20 internet on-line learning centers
To provide…
2011-2012
1 PC : 20 students
1 PC Tablet for 1 student
To provide…

2. Networks System
Period
Target Area
2007-2008 2009-2011
32,000 OBEC Schools 512 kbps. >512 kbps.
12 Princess Chulabhorn’s
Colleges & 96 Junior
Science Talent Project
Schools
2 mbps. 4.8 mbps.
227 ESAOs 2 mbps. 4.8 mbps.
OBEC --- WIMAX trial

3. Electronics Media
2006-2008 2009-2011
To develop & produce
electronics media (CAI &
digital content), and save it
to CDs & 80 GB. External HDs
for schools & ESAOs
To provide & develop
materials & media for 8 core
subjects, approx. to 2,700
titles
To provide softwares for
producing 1,250 multimedia
packages
To procure or produce
coursewares and learning
objects for e-learning

4. ICT Personnel
Teacher Training & Development
Basic computer usage
Maintenance for computer & networks system
ICT for teaching & learning
Advance programme

5. ICT In Schools & ESAOs
2007-2008
All schools & educational service areas have provided and implemented their own
websites and e-filing systems
2009-2011…
to develop OBEC web portal and OBEC learning gateway
to develop e-learning & long-distance education systems
to provide e-learning through OBECLMS
to support & develop ESAOs’ ICT centers to facilitate schools & mobile units
to provide database to enhance individual student’s competency

Focus on the use of ICT to improve the
quality of education and to create the equal
opportunity to access education.
Framework of 15-Year Higher Education Plan

Developing the UniNet (University
Network) IT infrastructure
•To be “National ICT infrastructure for Higher
Education Institutes to connect every
institution of higher education to the Internet
for education and research.
•To be the central hub for connecting to other
national and international network

University Network
•Connects all Public& some Private
universities in Thailand
•Via 10 Gbps links to domestic
•Via 310 Mbps links to international
•Connects to abilence (internet2) 155 Mbps
in LA

Thailand Cyber University (TCU) Project
• To effectively enhance access to higher
education through distance learning
via UniNet;
• To encourage the collaboration among
Thai universities in effective sharing of
educational resources;
• To upgrade and assure the quality of
distance learning.

ANNEX D: FACT FINDINGS FROM GLOBAL SOURCES
213

UNESCO Stage: Leader and advanced development: KR, SG
• The Ministries of Education have set national e-learning policies
and plans and provided adequate budgets for their
implementation.
• Curricula are being revised to exploit e-learning.
• There are high levels of computer provision and Internet
connectivity and low student-computer ratios in classrooms.
• There is increasing use of online delivery.
• Administrators, headmasters and teachers receive training
(increasingly online), not only in ICT skills but in e-learning,
website development, telecollaboration and participation in
SchoolNets.
• Performance indicators are used to monitor the impact of ICT in
education.
214

UNESCO Stage:
Trialing ICT integration: CN, TH, JP, MY,PH
• Increasing use of SchoolNets but e-learning is only in its infancy.
• National ICT in education policies are linked to national ICT policies.
• ICT penetration, connection and bandwidth are variable and development is
constrained by costs and logistics.
• ICT integration is neither systematic nor nationwide.
• ICT is treated as a subject in its own right and teachers mainly use ICT for word
processing, spreadsheets and classroom presentation.
• Pre- and in-service teacher training focuses on ICT skills development rather
than ICT integration across the curriculum.
• Investment is in hardware rather than developing teachers’ e-learning
knowledge and skills and creating digital content.
• There is a lack of technical support, e-courseware and evaluation.
• Many teachers are fearful of the technology, unconvinced of its worth, and slow
to change their teaching methods.
• Many principals are antipathetic or antagonistic towards ICT in the classroom.
215

UNESCO Stage: Earliest adoption:
Myanmar, Laos, Vietnam, Cambodia, Bangladesh, Maldives and Bhutan
• Have national policies but no plans for
implementation, or have no national policies and
only undertake small-scale and ad hoc ICT
projects.
• Are constrained by costs and the lack of
computers and Internet access.
• Treat ICT as a subject or an optional or extra-
curricular activity, rather than embedding it in
subject learning.
• Limit teachers’ training to ICT skills development.
• May be heavily dependent upon international
donors and private companies.
216

217217
Team 2
Riri | Ardimas | Pornprom | Phoumen
December 21, 2012

Blended Learning Strategies for Cambodia, Indonesia and Thailand

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