ANALYSIS OF TEACHER’S ATTITUDE TOWARDS ONLINE LEARNING ECCE 2018 ANALYSIS OF TEACHER’S ATTITUDE TOWARDS ONLINE LEARNING AT UNIVERSITAS TERBUKA INDONESIA By: Prof. Udan Kusmawan, Ph.D. & Della R.Jovanka

BACKGROUND Government Rules  Academic Qualification Standards and Teacher Competencies; consists of: pedagogic, personality, social, and professional competencies. Current advancement of information technology (ICT) in education and learning, ex: teachers need to equip themselves with ICT mastery for classroom learning methodologies (pedagogic competence), such as the use of multimedia and information resources.

Teacher's competences can be acquired through direct participation in online learning program. In this case, as education provider where the majority of its students are teachers, UT has provided all students with online learning media, experiences and materials. This experience should help teachers improve their academic abilities and competencies as the 21st Century educators.  For this purpose, the Faculty of Teacher Training and Education of Universitas Terbuka (UT) (read: FKIP-UT) has strongly suggested its students to practice various online and digital sources delivered by UT, as well as online learning programs via online tutorials as an alternative medium for their learning process. However, in particular to courses which require hands-on practical skills to be proceeded by students, they must join online tutorial while conducting their practical programs on site required.

Research’s purposes Analysing student attitudes toward online learning resources provided by UT, Analysing student attitudes toward online learning assistance services provided by UT, Analysing UT students' skills in utilizing the learning resources and online learning assistance services provided by UT, and Identifying what factors affect the utilization of learning resources and UT online learning services as part of the learning process for students.

REFERENCES Factors affecting students' attitudes toward online learning determine the success of online learning (Zhang & Bhattacharyya, 2008). Significant factors are significantly associated with increased awareness of using technology in online learning, enriching basic technology knowledge and skills, improving learning materials, provision of computer training, user motivation to use online learning systems, and full support from universities (Bhuasiri, Xaymoungkhoun, Zo, Rho and Ciganek, 2012). Another factor is the characteristics of dwelling or demographic areas (Bertea, 2009; Cheng, 2006; Paris, 2004; Roca, Chiu, & Martinez, 2006).  Finally, the degree to which students can access to the ICT technology also affects thier attitudes toward online learning.

Method A descriptive qualitative research on the analysis of teachers’ attitudes and competencies.  Questionnaire survey adopted from Al Musawi (2014) was administered to gain data of attitudes of teachers towards online learning. This study uses a purposive sampling technique, employing FKIP-UT students registered in The Early-childhood Education and Elementary Education Programs of study (Read respectively: PGPAUD and PGSD). These group of students constitute the majority of group of students studying in FKIP-UT. The purposive sample was whom domicile in the Regional Office of Purwokerto, Palangkaraya, and Jakarta.

Group of Questionnaire Part Group of Questionnaire A Student information on: UT online resources UT online learning services UT digital courses B Student attitudes towards UT online learning C Basic ICT competencies of UT students

UT – OER

Instrument No Statement Sum % Std. Deviation 1  1 Can UT online learning resources and services help students in solving learning problems 122 81% ,39095  2 Can UT online learning resources and services UT improve the ability of students in understanding the subject matter 114 76% ,42851  3 Can UT online learning resources and services provide opportunities to enrich information and sharpen students' skills in a particular field  4 Can UT online learning resources and services improve students' learning achievement 110 73% ,44370  5 Can UT online learning resources and services make the learning process more flexible 96 64% ,48161  6 Can students submit course assignment on time through UT online learning services 86 57% ,49625  7 Can UT online learning services make students' difficulties in putting ideas through writing  8 Can UT Online learning resources encourage students to do research in their fields  9 Are there students' difficulties obtaining information through UT online learning resources 66 44% ,49805  10 Do UT students feel depressed every time they following online tutorials

Do UT students not like online tutorials because they feel estranged  11 Do UT students not like online tutorials because they feel estranged 96 64% ,48161  12 Can students divide their time between learning and family needs through online tutorials 93 62% ,48701  13 Do UT students follow online tutorials easily 102 68% ,46804  14 Can UT students follow course material at any time through online tutorials 97 65% ,47961  15 Are UT students' friends help them in following the online tutorial 71 47% ,50096  16 Do students feel more happy to follow online tutorials than face-to-face tutorials 59 39% ,49013  17 Do students prefer face-to-face learning using the internet rather than online tutorials 68 45% ,49949  18 Do students invite their friends to use internet while studying 87 58% ,49521  19 Are students avoid using learning resources that use electronic devices because of the difficulty of using them  20 Do students feel nervous and depressed when following online tutorial  21 Are online tutorials very time consuming for students 76 51% ,50163  22 Do students prefer face-to-face learning because in online tutorials direct interaction with tutors / lecturers is very limited

  Can online tutorials help students acquire the skills of communicating effectively with others 80 53% ,50056 Do online tutorials have little effect on interaction and communication between lecturers / tutors and students 74 49% ,50163 Do students feel that online learning is not effective 96 64% ,48161 Do students feel comfortable in studying the material and doing task through online tutorials 83 55% ,49881 Can online tutorials save plenty of time for lecturers / tutors and students 97 65% ,47961 Are students very interested in following the online tutorial 79 ,50096 Do students find difficulties in learning internet using Do students feel online learning can help them to solve learning problems 84 56% ,49805 Do students prefer to read printed materials rather than online teaching materials Do students think that poor network connection makes online learning ineffective 112 75% ,43638 Do students feel that online learning has little effect on their learning outcomes Do students hope to take more courses that provide online learning 65 43% ,49720 Are learning resources and online learning assistance services very helpful for students in the learning process 87 58% ,49521 Valid N (listwise) 150

Students access the internet through:  Sum  % a Computer / PC 38 25.5 b Laptop 102 68.5 c Smartphone / HP 105 70.5 d Tablet 20 13.4

Result The first information of this study was about students access to digital information provided by UT. It was found that the students have moderately been capable of accessing such the information on UT online resources (SUAKA-UT), such as electronic journals (24.2%), digital library (48.3%), Smart Teacher Portal (23.5%), web-based enrichment materials (34.9%), MOOCs (10.7%), UT-TV (14.8%), and UT- Radio (4.7%), other sources (2.7%). Additionally, it was about 56.4% of the students gained information through UT digital courses (online tutorials).

Conclusions UT students already know the online learning resources and assistance of UT (70.5%). Online learning resources ever accessible to UT students are online tutorials, digital libraries, Smart Teachers Portal, and other UT open source learning resources. Courses that have been accessed by UT students online are courses provided by their online tutorial (Tuton), Students' attitudes toward UT's online learning resources are that students feel UT's online learning resources are beneficial and help their day-to-day work as teachers.

....conclusion Students' attitudes toward UT's online learning support services are that students feel they've heard of the online learning assistance service provided by UT through UT regional offices and tutors. UT students are able to take advantage of UT learning resources and online learning assistance services as part of the learning process. This is evident from the number of students who follow the online tutorial and access the SUAKA-UT. Factors that affect the utilization of learning resources and UT online learning services as part of the learning process for students is the internet network and the students’ ability in using computer.

Suggestion Based on the above conclusions, then the suggestion that we propose is in the next research, should the sample of respondents expanded, including high regional representation, medium, and less access to the internet.

Thank You