Enhancing the Effectiveness of Online Tutorial for Economics Education Final Assignment to Improve Student Mastery

Suripto, and Sumiyati, Sri and Andriani, Durri (2014) Enhancing the Effectiveness of Online Tutorial for Economics Education Final Assignment to Improve Student Mastery. In: 28th Annual Conference of the Association of Open University, 28-31 Oktober 2014, Hongkong, China.

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Abstract

Universitas Terbuka (UT), higher education institution in Indonesia fully implemented distance education system, provides online tutorial (tuton) for Final Project Course (FPC) in Economics Education Program (EEP) to improve learning quality of its student who had almost completed the Program. Materials for tuton were parts of those written in the modules and the tuton developed according to the needs of students in order to master the course. To improve the effectiveness of the FPC’s tuton, it is necessary to improve the tuton implementation so that students could gain positive results. To achieve this objective, this study was conducted to identify barriers to student participation in the FPC’s tuton as well as to evaluate relationship between students’ activities in FPC EEP’s tuton with student mastery of the materials as reflected in the students’ final scores. Results from the study are expected to enrich learning theory, especially with regard to the provision of learning support in distance education system. Subjects in this study were 38 out of 41 registered-students in the FPC’s tuton in the first semester of 2013. This study employed document study and survey. In general, factors that support students engagement in the FPC’s tuton are easy access to computers and the Internet, familiarity with computers and the Internet, understanding the benefits of technology in learning process, and ability as well as willingness to implement selfstudy. On the other hand, respondents voiced barriers associated with their limited activities in the FPC’s tuton which include limited access to the Internet, low perception of the roles of media in learning process, limited time, as well as limited ability to operate computers and the Internet. Statistically, only quality of assignment uploaded has a relatively high correlation with final score (P=0.76). Other correlation fall below 0.50 in Pearson correlation score. Pearson correlation between students’ final score with number of days’ log-in, opening initial materials, quality in discussions were 0.36; 0.47; 0.44 respectively. Correlation between initiation materials looked-at with number and quality of discussions enganged were 0,47 and 0,44. Base on these findings, it is reccomended that some discussions should be replaced by assignment. It is also reccomended to provide easy access to computer and the Internet and familiarity students with the use of computers and the Internet. In addition, it is also reccomended to enhancing the tuton by complying materials in the tuton with materials in the modules and increasing congruency of topics in discussion with materials on the modules.

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