Proceedings of the 1st International Conference on Economics, Management, Accounting and Business, ICEMAB 2018, 8-9 October 2018, Medan, North Sumatra, Indonesia

Research Article

Model of Online-Teaching Platform Use in Higher Education Business School

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  • @INPROCEEDINGS{10.4108/eai.8-10-2018.2289209,
        author={Meika Kurnia Puji Rahayu},
        title={Model of Online-Teaching Platform Use in Higher Education Business School },
        proceedings={Proceedings of the 1st International Conference on Economics, Management, Accounting and Business, ICEMAB 2018, 8-9 October 2018, Medan, North Sumatra, Indonesia},
        publisher={EAI},
        proceedings_a={ICEMAB},
        year={2019},
        month={11},
        keywords={online teaching platform business schools use of technology},
        doi={10.4108/eai.8-10-2018.2289209}
    }
    
  • Meika Kurnia Puji Rahayu
    Year: 2019
    Model of Online-Teaching Platform Use in Higher Education Business School
    ICEMAB
    EAI
    DOI: 10.4108/eai.8-10-2018.2289209
Meika Kurnia Puji Rahayu1,*
  • 1: Faculty of Economics and Business, Universitas Muhammadiyah Yogyakarta, Indonesia
*Contact email: meika_kurnia@umy.ac.id

Abstract

This study aims to depict a model of Information and Communication Technology use, especially an online teaching-learning platform known as eLearning, in a Higher Education Business Schools. The investigation focuses on two aspects, how and why HEBS lecturers use eLearning in teaching. Sixty five lecturers participated in the study. Data was collected through interviews and physical artefact study by accessing eLearning accounts of each lecturer. Using a qualitative descriptive analysis approach, the results shows that although all participants had accessed eLearning, but the utilization was not as expected. Mostly the lecturers used eLearning just for uploaded their course material. Their main reason for using eLearning platform is the pedagogical reason, it is using online teaching platform to improve learning process. However, this reason is inconsistent with the fact that not all lecturers use eLearning actively and optimally to improve the quality of lectures. This research contributes to the development of Faculty policies, particularly in the improvement of the quality eLearning use which can improve teaching and learning