This study is intended to understand teaching quality of English student teachers when they conduct their teaching practicum. Teaching quality is conceptualized based on the principles of effective teaching resulted by teacher effectiveness studies. Thes
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The Design of Adaptive Learning Model to Support the
Application of Blended Learning
RISWAN
*
Abstract
The adaptive e-learning model is a learning model that
developed in blended learning in the Information Systems
Project Management (ISPM) course. The development was
to improve the quality of the school teachers of Informatics
and Computer Management (STMIK) Nurdin Hamzah.
The initial study results on the instructors by using the
question lattice instrument were in four categories. They
were (1) learning organizing strategies, (2) learning delivery
strategies, (3) learning management strategies, and (4)
learning evaluation in conventional teaching. These showed
that the teaching position was in enough category. It needs
to increase the teachers’ category by developing a teaching
model based on adaptive e-learning to create sustainable
learning. This model was expected to increase the teachers’
category and the students’ ability to understand the ISPM
course. A study on this model used a descriptive
methodology to get students’ responses to the developed
adaptive e-learning model. The implementation of this
model showed that the students’ responses were very good,
and the teachers’ category had also changed from enough
to good. It is expected educational institutions can develop
this model as a solution during the pandemic.
Keywords
Adaptive learning, blended
learning, e-Learning
Article History
Received: 13 October 2020
Accepted: 1 April 2022
How to Cite
Riswan. (2022). The design of
adaptive learning model to
support the application of
blended learning. Indonesian
Research Journal in Education
|IRJE|, 6(1), 58–70.
https://doi.org/
10.22437/irje.v6i1.10677
* Lecturer, Universitas Nurdin Hamzah, Indonesia; ris_wone@yahoo.com
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Introduction
The development of adaptive e-learning model is one of the solutions offered to
students with different regional backgrounds and different absorption abilities in receiving
material by lecturers. This model can ensure the teaching and learning sustainability process
that will run like it used to be, so the students can access the material based on their level of
understanding and ability in communicating and discussing with their lecturers and friends
wherever and whenever. Somehow, those who have lack understanding regarding the material
during the implementation of adaptive e-learning might face the lecturers and discuss with
their friends. Moreover, this model could encourage lecturers to intensify their creativity in
preparing teaching materials. These will be in line with the assessment enhancement through
the lecturers’ performance as categorized good based on four assessment factors that have
been fulfilled. Furthermore, as a blended learning model, the adaptive e-learning model can be
a solution for the implementation of education during this Covid-19 pandemic. That is why
collaborating face-to-face learning with Information and Communication Technology (ICT) is
an appropriate part of the limitations of educational facilities.
At this point, the advances of information and communication technology (ICT) have
encouraged several universities to take advantage of ICT in the teaching process, either in or as
complementary. This implementation is influenced by the respective state universities,
infrastructure, available human resources, students from different regions, and varied
capabilities become the spotted part of an adaptive e-learning model implementation. This
limitation encourages the researchers to consider the model of web-centric
course adoption, which combines e-learning with face-to-face. In addition, this model is one of
three models proposed by Haughey, Anderson, and Anderson (1998). There are three forms
of learning systems through the Internet, considered a basis for a learning system development
by utilizing internet items, such as web course, web-centric course, and web-enhanced course
(Haughey et al., 1998).
Furthermore, the model designed in this website considers various needs of the
students in the field of the material and content that will be discussed and shared with their
friends and lecturers. The availability of this content will optimize the teaching activity since
the web is designed regarding the students’ needs. Surjono (2015) noted that the adaptive
e-learning model had been proven effective in increasing the students’ learning outcomes in
the Education Department of Electronics Engineering FT UNY.
The design of the adaptive e-learning model based on the students’ needs will change
the conventional teaching model applied. It has also become part of the slogan of STMIK
Nurdin Hamzah. The balance between vision and mission and the motto of the activities done
are implemented as it is in the college statutes. In addition, the students’ need for e-learning as
a lectures medium is supported by early studies of the needs analysis of the Project
Management Information Systems (MPSI) course. According to Riswan (2014), the teaching
position needs to be in enough category with the mean value is from 35.41 to 44.42, and 39.91
to 4-dimensional data distribution of the lattice instruments processed. As a future lecturer, the
researcher wants this category increased to be better.
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Literature Review
E-learning
E-learning has been used as a complementary by some lecturers for conventional
teaching in the classroom. Nowadays, distance learning has made full use of e-learning or has
combined the e-learning model with the face-to-face class known as the blended learning
model. In this study, the researchers used the blended learning model in teaching the MPSI
course. The component was designed in the form of adaptive e-learning and chosen based
on the diversity of respondents from different abilities. To understand the presented
material, all respondents need different approaches. The description of e-learning, blended
learning and adaptive e-learning can provide readers with an understanding of the function
of each of these components.
According to Shute and Towle (2003), e-learning is learning done using a computer
connected to the Internet. Adaptive e-learning is generally perceived from the instruction
point of view and comprises CBLEs that can interact with a student to provide the most
appropriate instruction. Thus, it means that the instructions provided by the system adapt
and not the students’ learning. Adaptive e-learning is currently applied to improve the
instructions given to heterogeneous student groups (Brusilovsky, Karagiannidis & Sampson,
2004; Van Seters, Ossevoort, Tramper & Goedhart, 2012).
Moreover, according to Groenendijk and Markus (2010), e-learning is a learning
process created by interaction with digitally delivered content, network-based services, and
tutoring support. This definition focuses on the revolutionary impact of network-enabled
technology. In addition, e-learning is some technologically mediated learning using
computers, whether from a distance or in a face-to-face classroom setting (computer-assisted
learning). It is a shift from traditional education or training to ICT-based personalized,
flexible, individual, self-organized, collaborative e-learning based on a community of
learners, teachers, facilitators, experts. Therefore, e-learning indicates learning done using
digital media with a computer connected to the network internet. Somehow, not all the
material can be in e-learning. Sinofsky (2014) stated that as the number of tools and options
for e-learning expands, companies now realize that online learning is not for everything and
everyone. It is the same as e-commerce which does not replace the needs for bricks and
mortar retail stores, so e-learning does not replace the need for instructor-led training,
coaching, expert support, labs, and collaborative experiences.
Blended learning and adaptive e-learning
Garrison and Vaughan (2008) state that blended learning is the combining ideas from
the experience of face-to-face learning and online learning. The basic principle is direct
face-to-face communication and online written communication. This model seems simple, but
actually, the implementation is more complex. The primary assumption of the blended
learning design is a thought to combine face-to-face and online learning, the fundamental
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thinking about the course design to optimize student engagement, restructure and reorganize
the traditional lecture.
In addition, Watson (2008) defined blended learning as the integration of face-to-face
and online learning to improve the learning experience in the classroom and expand the
knowledge through information and communication technology. This strategy will increase
student engagement in learning through activities online and the effectiveness and efficiency
of college. He also defined blended learning as learning that combines online and face-to-face.
The content delivered online usually uses discussions, online and face-to-face meetings. “The
Sloan Consortium” defined the blended program carried out between 30 per cent and 79 per
cent of the content delivered online, the rest of the learning content by teachers or lecturers
through face-to-face or a method based non-web, such as textbooks. It can be achieved
through the resources “blended” the virtual and the physical source.
Adaptive e-learning has been investigated by multiple disciplines, including
educational psychology and computer science, and each uses its terminology to label similar
concepts (Van Seters et al., 2012). It consists of multiple components that enable instruction
adjusted to the students’ needs. According to the terms in educational psychology, the names
of the components are the content models (domain models), the learner models (manual
models), the instruction models (interface models), and the adaptive engine (Brusilovsky,
2001; Shute & Towle, 2003).
Methodology
Research design, site, and participants
This study was quantitative research on students who took ISPM/MPSI courses as
the respondents. It needs an analysis of the student’s needs for the adaptive e-learning
model. In designing this learning, the researcher is guided by the waterfall model with some
stages, such as problem identification, system design, implementation, testing, and spreading
the system to the object of the study.
At the problem identification stage, the researcher saw that the STMIK Nurdin
Hamzah institution as an IT-based high school had not implemented digital-based learning
yet as an alternative or support for face-to-face learning by lecturers. The researcher also
found that student assessments of lecturers in ISPM/MPSI courses were in enough category.
Hence, it needs some efforts from the institution or lecturers to provide alternative online
learning models to support offline learning. From this identification, the researcher tried to
design an adaptive blended learning system using a website-based programming application.
This design used a data flow diagram, depicted context diagrams, zero diagrams, and detailed
diagrams of the system built, involving all components, both students, lecturers, BAU, and
BAAK. These components were interconnected with each other. There were several designs
such as input, output, process, and connecting facilities that can be used by lecturers and
students as well as face-to-face lectures.
After the design stage has completed, the researcher proceeded to the system
implementation stage. This stage is the stage of translating into a programming language.
The researcher used PHP, MySQL, and several tools. Then testing was carried out at the
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student level and the lecturer level. The results of this test were to determine how this
application will be ready to use by users whether there is still an error that is then corrected
so that later it can be disseminated to users.
The data of this study were from students who took the Information System Project
Management (ISPM/MPSI) course. So far, lectures are carried out manually in the class.
Meanwhile, STMIK Nurdin Hamzah, as a technology-based university, of course, needs to
develop e-learning based learning media, so that students can attend lectures anytime and
anywhere. E-learning media developed by an adaptive model according to student
conditions.
In general, students of STMIK Nurdin Hamzah come from various regions in Jambi
Province, with different high school education backgrounds, both public and private. These
diverse backgrounds will affect the lecturers in the teaching and learning process. It is
impossible to do it with the same approach because it will affect the absorption capacity of
each student. The lecturers need to take various approaches in the teaching process to make
the students understand the material. Adaptive e-learning applications designed for MPSI
courses can help lecturers meet the students’ needs in understanding material with systematic
concepts. This application is a supporting part of lecturers in the carried out face-to-face
teaching process. The students’ sustainability in the learning process continues from what
they have learned on the campus. They can repeat to learn at home, and vice versa doubts
about the understanding they have learned on the website. They can discuss adaptive
e-learning during offline lecture meetings.
There will be interactive communication in understanding the lecture material taught
for both lecturers and students. There are tiered solutions that students will go through and
experience with teaching materials, starting from pre-lecture content, where students can
understand the materials uploaded by the lecturer on the application before it starts. All
materials in the pre-lecture will be studied independently and can be communicated through
discussion facilities by students. Furthermore, the researchers have designed discussion
facilities in this application, both communication between students and lecturers. The
discussion will later be resumed offline in class with lecturers and friends so that you can
understand the material properly. This process is the researchers’ goal for a sustainable
learning process experienced by students.
Evaluation of the course material understanding designed structured through a
semester learning plan (RPS), in the form of quizzes, midterm exams, and semester exams in
the form of various and graded questions by the prepared RPS to achieve the predetermined
syllabus. The evaluation was carried out in two forms. They were offline, conducted during
lecture meetings in class, and online. The results were given to students. Furthermore, at the
next meeting, the evaluation questions were discussed so that students understood their
answers to the discussion.
Data collection and analysis
Project Management Information Systems (ISPM/MPSI) was the object under study.
These objects were students in the fifth semester at the STMIK Nurdin Hamzah. The
teaching of this course is manually done face to face in class. The evaluation of the lecturer
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toward this object was a sufficiency rating. As a teaching staff, of course, they are motivated
to increase the assessment evaluation to be good or very good. The efforts made by the
teacher to change this assessment are by developing the manual teaching model to a model
based on e-learning. The development also supports the higher education’s motto as Truly
IT School. In developing this e-learning model, 12 questions had to be answered by 70
students who were taking the MPSI course. The results of the SPSS processing on this
questionnaire illustrated the analysis of students’ needs for the e-learning model. It needs
analysis data used as a guide for the researcher to develop an adaptive e-learning model.
Afterward, the researchers used the waterfall-type System Development Life Cycle (SDLC)
model to develop an e-learning model. In addition, five stages must be passed in the
waterfall, consisting of planning, analysis, design, implementation, and maintenance. The
resulting e-learning application was tested on students to determine their response toward
this application and assessment from the teacher.
This adaptive e-learning application is very beneficial for lecturers and students in the
learning process. So far, lecturers have other alternatives besides the model they have applied
in the teaching process. These models look separate from each other but connected in a
unified system. This system will divide the percentage of lecture meetings between offline
and online. This lecture meeting percentage distribution must be reflected in the semester
learning plan (RPS). It is very beneficial for lecturers in preparing teaching materials to
achieve the desired output.
Ethical considerations
This study was conducted on MPSI course students at STMIK Nurdin Hamzah. The
head of the study program allowed the researcher to conduct a study toward MPSI teaching to
change the position of the lecturer in teaching to be a good or better category. The changes
category of student assessment toward lecturers from enough to good or better in the teaching
process can provide lecturer’s satisfaction. It will influence the teaching process and the
students in understanding the teaching materials. This change, of course, must be fundamental
from changes in teaching materials developed by lecturers. The teaching process is carried out
conditionally where students cannot continue learning if they have not been able to
understand the learning. This understanding was done by testing students through a list of
questions tested on the lecture material.
Findings
This study found a needed analysis for e-learning design and website design for
adaptive e-learning systems. It involved 70 students who were taking the ISPM/MPSI course.
The results showed the following ten questions. Below are the results of the processed data
on the e-learning needs analysis.
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Table 1. List of questions and answers
No
Questions
Answer
YES
NO
1 Do you agree if STMIK Nurdin Hamzah provides an e-learning
Website?
64 6
2 Do you agree if there are courses in the Information Systems
department using e-learning?
67 3
3 Do you have any experience with e-learning? 16 54
4 Would you be happy to learn only to use textbooks and modules
to understand the subjects?
18 52
5 Is the internet connection on your campus good?? 23 47
6 Do you have a computer? 61 9
7 Is your computer quality adequate for learning via e-learning? 50 20
8 Do you follow learning training through e-learning? 67 3
9 Do you agree if the lecture on F2F is partially replaced with
e-learning?
51 19
10 Do you need guidance to use an e-learning class? 68 2
Table 1 shows that students strongly agree that STMIK Nurdin Hamzah provides an
e-learning website to complement the manual learning carried out by lecturers. It certainly
supports the university motto as a university with the Truly IT School concept. The students
also strongly agree that the information systems study program at STMIK Nurdin Hamzah
uses the e-learning model. The students’ desire to be able to undergo lectures through
e-learning is based on their strong desire to experience this e-learning. It can be seen from the
students’ low experience in the e-learning process. Students should have had this experience
because they studied at an IT-based university. Their disapproval with questions on learning
based on textbooks and modules is also high because they cannot understand them well. In
this case, there is an operational problem encountered to develop e-learning, such as the slow
internet connection on campus. They must be immediately addressed by the institution so that
their strong desire for the existence of a campus website and e-learning can be realized.
In terms of computers ownership, there are no high obstacles for students because
generally, they have computers that can be connected to the Internet. Of course, it is an
advantage for the campus to use the students’ computers without creating a laboratory. With
the computers they have, they can study everywhere and everytime since they do not have to
be on campus. Lecturers are also greatly helped by the owner of the computer. They may soon
be able to upload lecture materials that students can later access. The students’ computers to
support e-learning are also very supportive. Almost all students have high enough computer
specifications to support e-learning.
The success of e-learning implementation is to complete the manual learning expected
by students and training on the use of the created system. The students’ interest to participate
in this training is very high because they have never participated in e-learning training. It helps
students participate in e-learning in effectiveness and efficiency later. Their desire to change
the teaching from manual to online is very high. It must be responded to lecturers or
institutions to provide facilities and infrastructure and facilitate lecturers to gain skills to
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develop online learning content. In general, students also need a companion in online learning.
It contradicts the principle of online learning itself, which is whenever and wherever. It shows
that the independence of students for independent learning is still low. It is the biggest
challenge for lecturers and institutions to motivate students to be able to learn more
independently. From table 1, the graph of the analysis of e-learning needs for students on
MPSI lecture is as follows:
Figure 1. E-learning needs analysis
Note: “Ya” means “Yes” and “Tidak” means “No”
Figure 2. Main course
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The dashboard of the e-learning website application designed shows the availability of
homepage facilities, the MPSI materials submenu that contains materials for the students and
can be downloaded, and a class-enhancing material submenu that consists of materials for the
students to improve their understanding. This sub-menu contains student notes on lecture
material that have not been understood yet, and this becomes the basis for lecturers to discuss
the material in face-to-face meetings. The main menu is illustrated with a pre-class materials
sub-menu containing material that will be discussed later in online lectures. Students can learn
more about this material before entering the online class.
This e-learning application can also be accessed using an e-mobile/cellphone owned
by students. The advantage of this application is students can access lectures whenever and
wherever. To maintain the application sustainability, so it can always be accessed, it is
necessary to have an admin role in maintaining and managing the website content, as shown in
Figure 3. The responsibility of this website is really in the hands of an admin. In its operation,
the admin has a username and password to access rights to the website. Only the admin can
access the application to update information and lecture materials. The same applies to users
of this application which is students who take MPSI courses, as shown in Figure 3. Students
will get usernames and passwords to access rights to enter the application. It is also part of the
protection from students who do not take the courses to access it. If the username and
password are wrong, the students cannot enter the system. Then, if they can enter the system,
they will be approved in advance by the course lecturer. If the course lecturer does not approve
it, the student cannot follow the lecture.
Figure 3. Admin, student, and content menu
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Figure 3 also shows the management that an admin will carry out. The task section of
the back end is responsible for filling out the content materials. If it is not managed properly, it
will result in invalid data obtained by the user. Therefore, a website will be frequently visited
and used by users if the content on the website can provide the latest information. An admin
does not have to be a lecturer. The most important thing is that he can operate a computer and
understand the system. An admin is very crucial in a website. He becomes an essential person
in the success of a website. An admin must always maintain the stability of a website, and it is
his responsibility. Furthermore, he should not ignore even the slightest of the website is his
responsibility.
Figure 4. Interactive test menu (sample)
In Figure 4, there is a submenu containing test content on the material taught by
lecturers. If the students cannot answer the test, they cannot follow the following material. It is
part of controlling the lecture material taught. The course lecturer will evaluate the students’
results. The evaluation can be in answering questions by lecturers, both in essays and multiple
choices.
Test results of adaptive e-learning web practicalities
This learning website has been tested on students who took the MPSI course in a class.
This test produces students’ perceptions through the use of the e-learning website of the
lecture, and the result of this perception data processed shown in Table 2 and Figure 5 as
follows.
Table 2. Students’ practicalities value
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Figure 5. The frequency distribution test data of responded practicalities
This trial shows that the response of the students to the adaptive e-learning can be seen
through the degree of achievement as follows:
∑
∑
DP = (3449) / (4200) x 100
= 82.1%
where:
DP = Degrees Achievement; Σx = Total score measurement results; π = number
of samples / respondents; Σitem = Number of items instrument
Discussion
The graph of e-learning needs analysis above showed students desperately needed a
model of e-learning as part of the conventional lectures conducted. The researcher in this
study showed multiple design views as part of the design of the adaptive e-learning model.
The learning model was tested on the students who took the MPSI course during the class.
This test produced students’ perceptions of e-learning websites in the lecture. The value of
the practicalities and the testing distribution frequency showed this adaptive e-learning on
the MPSI course obtained 137 as the highest value and 89 as the lowest value, with an
average of 114.97.
Finally, it showed a mean value of 114.97, a median of 116.50, a standard deviation
of 11.288, a minimum value of 89, a maximum value of 137, and the average value of 114.97,
with the achievement of respondents to the implementation of Blended Learning Model
Web-Centric on the MPSI course is 82.1% and categorized as good.
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The adaptive e-learning application in the MPSI course as complementary to
teaching is part of the blended learning model application. The results showed a significant
change in students’ responses to lecturers in the MPSI course. Students’ assessment of
lecturers in MPSI lectures done manually in the moderate category changes to good
category. Of course, it could impact changes to another course. In addition, it showed a
significant change from the face-to-face learning model that was carried out before by the
lecturers. It is better if the positive response by the students to the adaptive e-learning
teaching model developed must be socialized to other lecturers. Academics must be the
facilitators of this change, so the vision and mission of the STMIK Nurdin Hamzah
institution to become a university with the motto Truly IT School can be realized well.
Conclusion and Recommendations/Implications
To improve the quality of the learning process, it has produced a web of adaptive
e-learning for the MPSI course, with the domain name BL-STMIKNH.COM. E-learning
application designed to use applications, such as PHP, HTML, MySQL, Wondershare Quiz
Creator. Meanwhile, the e-learning web is a learning model expected by students. As shown
in the needs analysis, 91.4% agreed that the institutions provide e-learning websites for the
lecture. Institutions are expected to provide adequate internet facilities to support the
implementation of digital-based learning. Providing this large bandwidth capacity is the main
thing in implementing e-learning. If the system is developed for all courses connected to the
academic system, it will require high bandwidth. Other lecturers are also very responsive to
what the researcher has done to MPSI lectures with this adaptive e-learning. They also want
this application applied to the courses they teach. The application of this adaptive e-learning
model can also become a project in the blended learning model development. This model
can be a solution to the problems of the world of education today regarding the impact of
the COVID-19 pandemic on the learning process from elementary school to university. The
primary basis for this model application is the facilities and infrastructure, both the tools
used and the adequate internet network facilities, as illustrated by the STMIK Nurdin
Hamzah, which is less supportive in terms of bandwidth. Now, it has been resolved. During
this pandemic, the institution has undergone online-based lectures.
Moreover, the students feel the practicality of the adaptive e-learning model designed
that has met the expectations of students in the learning process. This model's success is due
to carefully considering what has been suggested by some experts. The result of the
achievement degree of the practicalities test showed the number ranged from 82,1%. It
meant that BLWCC models had been able to meet the expectations of students towards
MPSI learning, both in terms of constructivism, interactivity, problem-based learning, and
learning styles in a good category. The results of this study had been submitted to the
academic manager of STMIK Nurdin Hamzah before. This institution now has changed to
Nurdin Hamzah University. This name is a merger of two institutions under the Dewi
Nurdin Hamzah Foundation (YDNH), namely STMIK Nurdin Hamzah and STISIP Nurdin
Hamzah. This merger occurred at the end of 2020 when STMIK Nurdin Hamzah became
the Faculty of Computer Science (Filkom) with three study programs, namely Information
Systems, Computer Engineering, and Information Technology. Meanwhile, STISIP Nurdin
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Hamzah became the Faculty of Social and Political Sciences (Fisipol) with two study
programs, namely the Government Science Study Program and the Government
Communication Study Program. The results of this study have been conveyed to the
academic side. Furthermore, the concept of this study has been adopted by Nurdin Hamzah
University in developing online-based lectures to overcome the problems that happened
during the Covid-19 pandemic. The adoption of the study concept has resulted in a learning
media website that all lecturers can use. This application is now in its second year during the
Covid-19 pandemic.
Disclosure statement
No potential conflict of interest was reported by the author.
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Biographical Note
DR. RISWAN is a lecturer at the Universitas Nurdin Hamzah, Jambi, Indonesia.