PR
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C
E
E
D
IN
G
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ICT-BASED
TEACHING
AND
LEARNING
IN
FLL
SWCU:
A
STUDY
OF
STUDENTS’
POINTS
OF
VIEW
Maria
Christina
Eko
Setyarini
Satya
Wacana
Christian
University,
Indonesia
Abstract: The recent development of information and communication technology (ICT) has
encouraged more facultymembers toincorporate ICT in teaching andlearning processes.In the
past,wemainlyusedF-Learn,aMoodle-basedplatformcreatedbyourUniversity,tofacilitatethe
teachinglearningprocesses.Now, thoughsomefacultymembersstilluse F-Learn,manyofthem
feelmorecomfortableinusingSchoologyorEdmodowiththeirstudents,whilesomeothersprefer
using themedia likeYoutube,TedTalk,and Facebook.Astherearesomanymedia thatcanbe
usedtofacilitateteachinglearningprocess,thefacultymemberstendtochoosetheonestheyfeel
more comfortable with. This can sometimes beproblematic for students. Often, studentsshould
createmanyaccountstobeabletosendtheirassignmentsortogivepeerfeedbackbecausethey
takeclasseswithdifferentfacultymemberswhorequirethemtousedifferentkindsofmedia.This
has promptedsomequestionsastohowstudentsfeelaboutitandwhichmediastudentsactually
preferusing.Toanswerthequestions,aquestionnairewasdistributedto120studentsoftheFaculty
ofLanguageandLiterature,SatyaWacanaChristianUniversity(FLLSWCU).Theparticipantswere
ofdifferentcohorts.Theresultsofthestudysuggestthatfacultymembersshouldbemindfulinusing
too many types of media in the teaching learning processesas students mayhavedifficulties in
dealingwiththelecturers’choices.
Keywords:ICT,teachingandlearning,FLLSWCU,students’pointofview
INTRODUCTION
Recentlythe useICThasbeen atrendin Indonesianlearningenvironments,especiallyinhigher
education.Thishasmademanylecturerschangetheirwaysinteaching. Thelecturerswhohavelearned
touseICT,whohavefeltthebenefitsofusingICTinteaching,andwhodonotwanttobeleftbehindhave
shiftedfrom theold waysofteachingto thenewones,the onesincorporatingICT. Thisisalsowhathas
happenedinourfaculty. TherearemoreclassesinwhichthelecturersuseICTinteaching.
Accordingto Zuppo(2012, p.13),ICTmay havemany definitionsineducationdepending onthe
contextin whichit isapplied,yethe alsomentionsthattheprincipaldefinitionofICTis thedevicesand
infrastructures that facilitate the transfer of information through digital means . UNESCO (2002, p.13)
statesthat ICTis thecombination of informaticstechnology withother,relatedtechnologies,specifically
communication technology . In this paper, however, the term ICTrefers primarily to the Internet based
LearningManagementSystem(LMS).AccordingtoPaulsen(2002,p.6)LMSis, abroadtermthatisused
for a wide range of systems that organize and provide access to online learning services for students,
teachers,andadministrators.Theseservicesusuallyincludeaccesscontrol,provisionoflearningcontent,
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Conference
communication tools, and organizations of user groups.
Moodle,
Schoology
andEdmodo
are someexamplesof LMS.LMS alsorefersto socialmediathatcanfacilitateteaching learning process overthe
Internetsuchas
Facebook,
Twiter,
Google+,
tonameafew.InusingICTinteaching,lecturersexpecttheirstudentswhoaredigitalnativesorthosewho have
grown up with computers and have fluency with digital devices which older generations do not have
(Walker &White,2013,p.23)to feelthat theclassesare moreinteresting. Theyexpectthatthe students
canparticipateactivelyusingtheirowngadgets,canaccessonlineresourceseasily,andcansharewhat
they havelearned in a minute or two. Thisis in line with the results of a study by Rabah(2015) which
reveal that the teachers who integrated ICT in their classrooms grab the students’ attention. He also
mentionsthat theuseofICTallows higherstudentengagementlevels becauselearnerscantakemore
responsibility of their own learning, collaborate with other students, as well as access find and use
informationbasedontheirneedsandinterests.However,lecturersoftenusethemediathattheylikemost
without considering the students’ preferences. As the lecturers may use different kinds of media in
teaching, students may have difficulties in dealing with the lecturers’ choices. Students may have to
subscribetodifferentkindsofmediatofulfillthecourses’requirements.Wagner,etal.(2008)suggestthat
student is one of the most important factors that determine the success of learning facilitated by the
Internet.Thusthestudents’pointsofviewshouldbetakenintoaccount.Thisisthe reasonthestudywas
conducted.
Theaimofthestudywastorevealthestudents’attitudetowardICT-basedlearninginFLLSWCU.
It was also aimed to find out student preferences related to the use of ICT in the teaching learning
processes.Theresultofthestudywasexpectedtobebeneficialasaninputforlecturersespeciallythose
whohavebeenincorporatingICTintheirclasses.
METHOD
The study is a qualitative research. According to Snape and Spencer (2003, p.3) qualitative
researchis directedatprovidinganin-depthandinterpretedunderstandingofthesocialworldofresearch
participantsbylearningabouttheirsocialandmaterialcircumstances,theirexperiences,perspectivesand
histories . Similarly, Hancock etal. (2009) states that qualitativeresearch explainssocialphenomena to
help us understand the world in which we live in. This type of study concerns with people’s behavior,
peoples’ attitudes and opinions, peoples’ cultural practices, and peoples’ events. In this paper, the
research focuses mainly on describing students’ points of view in relation with the use of ICT in the
classroom.To be ableto describe the challenges, thesurvey methodwas applied inthis research. In a
survey,participantsanswerquestionsininterviewsorquestionnaires(Hale,2011).
The participantsof thestudywere120studentsof theFLLSWCU. Theywererandomlychosen
fromdifferentyears,2011,2012,2013,2014,2015.Theywerechosenusingsimplerandomsampling.In
simplerandomsamplingeachmemberofthepopulationhasanequalchanceofbeingselectedassubject
(Castillo,2009).
