Kebijakan E-learning Perguruan Tinggi dalam Strategi Manajemen Pendidikan

Rewards (e.g., stipends, promotion and tenure, merit increases, etc.); Support (e.g., student help, technical assistance, training, etc.); Opportunities to learn about technology and new applications (e.g., release time, training, etc.); Intellectual property (e.g. ownership of materials, copyright, etc.)

Students/Participants

Support (e.g., access to technology, library resources, registration, advising, financial aid, etc.); Requirements and records (e.g., residency requirements, acceptance of courses from other places, transfer of credit, continuing education, etc.)

Management and Organization

Tuition and fee structure; Funding formula;

Collaboration (e.g., with other Departments, units, institutions, consortia, intra-and inter-institutional, service areas, etc.); Resources (e.g., financial resources to support distance education, equipment, new technologies, etc.); Curricula/individual courses (e.g., delivery modes, course/program selection, plans to develop, individual sequences, course development, entire program delivery, interactivity requirements, test requirements, contact hour definitions, etc.)

E.Kesimpulan

E-Learning akan dimanfaatkan atau tidak sangat tergantung Kebijakan Pemerintah di bidang pendidikan dan bagaimana pengguna memandang atau menilai e-learning tersebut. Namun umumnya digunakannya teknologi tersebut tergantung dari: (1). Apakah teknologi itu memang sudah merupakan kebutuhan (2). Apakah fasilitas pendukungnya yang memadai, (3). Apakah didukung oleh dana yang memadai dan (4). Apakah ada dukungan dari pembuat kebijakan.

Banyak kalangan sering mencoba memulai e-learning ini tanpa pertimbangan yang matang serta menggunakannya agar kelihatan bergengsi tanpa Kebijakan dan Strategi Manajemen Pendidikan yang jelas. Oleh karena itu satu hal yang perlu diperhatikan sebelum memanfaatkan internet untuk pembelajaran, yaitu melakukan analisis kebijakan untuk menjawab apakah memang memerlukan e-learning. Dalam analisis ini tentunya sudah termasuk apakah secara teknis dan non-teknis e-learning bisa dilaksanakan Analisis ini menyangkut tersedianya hard-ware khususnya komputer (dengan network-nya), listrik, telepon dan perangkat lunaknya; khususnya tersedianya tenaga, bahan ajar yang siap di-online-kan dan “management course tools” yang akan dipakai. Juga apakah secara ekonomis penggunaan internet ini menguntungkan (economically profitable). Analisis ekonomi seperti Benefit per Cost (B/C) ratio, Internal Rate of Return (IRR), Net Present Value (NPV) atau Return on Investment (ROI) bisa dipakai sebagai alat ukur. Selanjutnya apakah secara sosial, penggunaan e-learning itu diterima oleh masyarakat (socially acceptable). Sebab kadang-kadang walaupun pengunaan e-learning untuk pembelajaran telah disiapkan secara baik dan kualitas penyelenggaraannya juga baik, masyarakat belum bisa menerimanya karena mereka menganggap cara-cara pendidikan konvensional dianggap lebih baik. Untuk itu harap diperhatikan masalah akuntabilitas dalam menggunakan teknologi informasi tersebut.

Satu hal yang perlu ditekankan dan dipahami adalah bahwa e-Learning tidak dapat sepenuhnya menggantikan kegiatan pembelajaran konvensional di kelas. Tetapi, e-Learning dapat menjadi partner atau saling melengkapi dengan pembelajaran konvensional di kelas. e-Learning, Belajar mandiri merupakan “basic thrust” kegiatan pembelajaran elektronik, namun jenis kegiatan pembelajaran ini masih membutuhkan interaksi yang memadai sebagai upaya untuk mempertahankan kualitasnya.

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