Geography, E-Learning and a Course in Peatland Ecosystems and

Climate Change Science

Jay Samek

, David Skole

, Rony Teguh

, Hendrik Segah

and Siti Maimunajh

Michigan State University, 1405 S. Harrison Rd., Rm 101, East Lansing, MI 48823 USA

University of Palangka Raya, Kampus UPR Tunjung Nyaho, Jl. Yos Sudarso Palangka Raya 73112, Central Kalimantan,

Indonesia

Muhammadiyah University of Palangkaraya, Jl. RTA Milono KM 1, 5, Langkai, Pahandut, Kota Palangka Raya,

Kalimantan Tengah 73111, Indonesia

Keywords:

E-learning, Peatland Ecosystems, Bahasa Indonesia, Geographic proximity, Climate Change

Abstract:

The proximity of universities to speciﬁc environments or ecosystems creates advantages for developing e-

learning courses. E-learning and advances in internet technologies also help to shrink the gap between more

remote and less remote universities. Using the example of a recently developed e-learning course on Peatland

Ecosystems and Climate Change Science, we explore the impacts of geographic location, advances in ICT,

the use of Bahasa Indonesia (as opposed to English), and Indonesian scholarship in an e-learning course.

We analyze this through a review and description of the on-line course, comparison to other relevant and

thematically related e-learning systems available to users, and from a survey questionnaire to a limited number

of participants.

1 INTRODUCTION

Geography matters. The location of something,

where it is on the Earth, is important. Where this

something is in relationship, in proximity, to other

things is also important. For example, a city that is

close to an area’s natural resources and is also lo-

cated at a port has an advantage in terms of economic

trade, imports and exports, over an inland city that is

far from these natural resources. Technological ad-

vances and infrastructure development, like roads and

rails, can shrink or reduce the relative advantage of

the port city over the inland city. In similar fashion, a

University’s location impacts its relative advantage or

disadvantage to other Universities.

This paper explores the role of geographic loca-

tion, technological advances, e-learning and digital

information in shrinking the divide between Universi-

ties located in hinterlands (or in developing countries)

and those located near Capital cities (or in developed

countries). We discuss this through the lens of a re-

cently developed ﬁve-module, on-line course on Peat-

land Ecosystems and Climate Change Science. The

course was developed through a collaborative effort

by Michigan State University (MSU), the University

of Palangka Raya (UPR), and Muhammadiyah Uni-

versity of Palangka Raya (UMP) as part of an activity

funded by the USAID LESTARI program. The course

demonstrates the value and utility of thematic content

(in this case the Peatland Forests) related to locality

and proximity of the on-line course developers (UPR

and UMP) in Central Kalimantan. Proximity supports

the ﬁrst-hand knowledge and expertise beneﬁcial to

delivering high quality educational material.

2 RESEARCH METHODS

We explore the ideas regarding inﬂuence of proxim-

ity, ICT advances, the use of Indonesia scholarship

and Bahasa Indonesia language in leveling the play-

ing ﬁeld between remote and less remote higher learn-

ing opportunities through (1) a review and description

of the on-line course, (2) comparison to other relevant

and thematically related e-learning systems available

to users, and (3) analysis of a survey questionnaire

to a limited number of participants (n = 31). This is

a descriptive analysis method based on observations

rather than a correlational, quasi-experimental or ex-

perimental research designed paper.

Samek, J., Skole, D., Teguh, R., Segah, H. and Maimunah, S.

Geography, E-Learning and a Course in Peatland Ecosystems and Climate Change Science.

DOI: 10.5220/0009865300910097

In Proceedings of the International Conference on Creative Economics, Tourism and Information Management (ICCETIM 2019) - Creativity and Innovation Developments for Global

Competitiveness and Sustainability, pages 91-97

ISBN: 978-989-758-451-0

3 BACKGROUND

Industry 4.0, or the fourth industrial revolution,

is the term-of-art given to the current realities of au-

tomation and data exchange in manufacturing tech-

nologies. The term encompasses several areas spe-

ciﬁc or related to information and communications

technology (ICT), such as cyber-physical systems,

the internet of things, and cloud computing (Hen-

ning et al., 2013)(Lasi et al., 2014)(Hermann et al.,

2016)). The societal impacts resulting from the vari-

ous technological advances of Industry 4.0 are numer-

ous (Bauer et al., 2015) and include changes to edu-

cation and learning (Baygin et al., 2016)(Huba and

Koz

ak, 2016).

In today’s world access to information and data

via the internet and mobile platforms is itself a revolu-

tion. Smart phones, tablets, laptops computers, high-

speed Wi-Fi and ﬁber optics, data storage capacity

tied to database software and servers; these are simply

a few of the technologies rapidly changing people’s

ability to access data and information. We can review

how advances in nanotechnologies have transformed

information processing and storage (Goodnick et al.,

2018), or the changes mobile cloud computing have

made on Big Data applications (Stergiou and Psan-

nis, 2017) or the advances in wireless and Internet-of-

Things (IoT) enable networks (Jan et al., 2019) to un-

derstand the transformative changes in internet tech-

nologies over the past quarter century. A paper pub-

lished by Deryn Watson thirteen years ago in 2006 ti-

tled “Understanding the relationship between ICT and

education means exploring innovation and change”

provides an appropriate description of the changes in

internet technologies (Watson, 2006).

“In 1985 having micro-computers in schools was

still relatively novel. . . Twenty years later the land-

scape is dominated by PCs and laptops, mobile tech-

nology, the Internet and Worldwide Web—a digital

world of interconnectivity. The hardware is relatively

cheap, with virtually unlimited memory, power and

connectivity devices.”

These advances and the democratization of data

and information have emerged to also support e-

learning (Fry, 2001)(Arkorful and Abaidoo, 2015).

[Deﬁning e-learning is an on-going debate within

the community (Arkorful and Abaidoo, 2015) and

is beyond the scope of this paper.] We note that

e-learning models can be quite diverse (e.g. syn-

chronous or asynchronous) and the terminology quite

varied (e.g. learning management systems, blended

learning, ﬂipped classrooms, massive open online

course or MOOC, etc.).

The course developed by MSU/UPR/UMP is afﬁl-

iated with the universities but taking the course does

not require matriculating or registering with the uni-

versity nor is the course transcriptable. Our Peat-

land Ecosystems and Climate Change Science on-line

course, therefore, more closely resembles a MOOC

course – in that it is free and open to the public.

There are numerous, similar e-learning opportu-

nities available in the related areas of forest ecol-

ogy, forest management and climate change. The

UN-REDD Programme, which is a United Nations

Collaborative Programme (FAO, UNDP, UNEP) in

Reducing Emissions from Deforestation and forest

Degradation (REDD+) in developing countries, hosts

the REDD+ Academy and offers two free on-line

courses: (1) the Fundamentals of REDD+ and (2) Ad-

vancing on REDD+. The World Bank Group man-

ages the on-line Open Learning Campus which serves

as a clearing house for a variety of e-learning content

(archived webinar, Bite+, community of practice, data

visualization, facilitated eLearning, game/interactive,

infographic, knowledge note, MOOC and podcast).

A search on the key words climate change and forests

returned 720 results, of these, only four are MOOCs

and three are facilitated eLearning. A search on the

World Bank Group’s Open Learning Campus with the

key words peatland forests returned 32 results, none

of which were MOOCs or facilitated eLearning. Har-

vardX is an on-line resource that offers free courses

from Harvard University. A key word search for cli-

mate change and forests did not return any results, nor

did the search for peatland forests. A key word search

for climate change resulted in 63 results and a search

for forest resulted in eight results.

Learning material in non-English languages is

also limited. The Peatland Ecosystems and Climate

Change Science on-line course is more that 90%

Bahasa Indonesia. The World Bank Group’s Open

Learning Campus has some courses offered in Span-

ish, French, Portuguese, the HarvardX platform in

French, Chinese and Spanish, and the two UN-REDD

REDD+ Academy courses, according to the website,

will be available in Spanish and French in May/June

2019, however, there are no courses related to cli-

mate change and forests through these three resources

available in Bahasa Indonesia.

Notable in Indonesia too is the Ministry of Re-

search, Technology and Higher Education’s (RIS-

TEKDIKTI) emphasis and support for developing

e-learning capacity throughout the country. RIS-

TEKDIKTI Minister Nasir called for an increased en-

rollment rate in e-learning in Feb 2019. In March

2019, Secretary General of Kemenristekdikti, Ainun

Na’im, conveyed the importance of developing ICT

infrastructure related speciﬁcally to the beneﬁt of

ICCETIM 2019 - International Conference on Creative Economics, Tourism Information Management

universities and e-learning. E-learning is not com-

pletely new to Indonesia, though it is in its infancy.

In May 2018, RISTEKDIKTI Minister Nasir for-

mally launched the Ministry’s hybrid learning sys-

tem named Sistem Pembelajaran Daring (SPADA)

Indonesia. SPADA offers open lectures and open

courses on a wide range of educational topics. The

on-line platform, IndonesiaX has been operational

since 2015 and began offering courses from HavardX

starting in 2016 (Post, 2016). To date, however, In-

donesiaX only offers one course related to the topic

of environment and none speciﬁcally about peatland

forests or climate change.

4 ON-LINE COURSE ON

PEATLAND ECOSYSTEMS AND

CLIMATE CHANGE SCIENCE

The ﬁve-module on-line course developed by

MSU/UPR/UMP uses Moodle, an open source,

course management system learning platform. The

course is deployed using the Moodle platform from

an Amazon Web Services node in Singapore. The

course is focused on Peatland Ecosystems and Cli-

mate Change Science, topics of great importance to

the province of Central Kalimantan, Indonesia (Fig.

1). Approximately 95% of the learning material in the

course is in Bahasa Indonesia and most of the required

literature for the ﬁve modules are authored by Indone-

sian scientists (Table 1). The module contents draw

on a variety of digital resources: You Tube streaming

videos, scientiﬁc publications in PDF format, active

websites with media content and tools, Google Earth,

etc. (Table 2). The course is essentially a mash-up in

ICT terminology.

Access to the on-line course is through one of two

portals hosted at UPR and UMP. Log-in credentials

are required.

The ﬁve-module course is designed as an asyn-

chronous learning environment. Students or learners

may go at their own pace through the course. There

are speciﬁc learning objectives and learning outcomes

for each module. The modules can be completed in

any order. Each module is estimated to take between 8

– 12 hours. Modules include quizzes, accessible only

after speciﬁc content has been viewed, that require

a passing grade. The quizzes are multiple choice,

true/false, and matching type questions. Each module

has a 50-question ﬁnal exam that is accessible only af-

ter the module quizzes have been successfully passed.

A learner can access a module Certiﬁcate of Comple-

tion when the exam is passed. If all ﬁve module ex-

ams are successfully passed the learner can access a

Course Certiﬁcate of Completion.

The target learner group for the course includes

advanced university undergraduate students, univer-

sity graduate level students and provincial and dis-

trict level professionals at government institutions and

NGOs working in the ﬁeld of forestry, natural re-

source management or similar areas.

5 SYMPOSIUM SURVEY

RESULTS

The course was launched recently at a USAID

LESTARI Symposium, HIGHER EDUCATION IN

THE 21ST CENTURY: ON-LINE COURSES AND

UTILIZING THE SUITE OF INTERNET TECH-

NOLOGIES TO ENHANCE LEARNING OPPOR-

TUNITIES, in Palangka Raya, Central Kalimantan

held 25 April 2019. Most of the audience were lo-

cal to Palangka Raya. Three individuals came from

Aceh Province and three people came from Jakarta.

We conducted a brief survey at the symposium and

had 31 respondents. The survey consisted of the fol-

lowing four questions:

1. E-learning and on-line courses will have a

2. Greater and greater role to play in higher educa-

tion learning in the near future.

3. The best future path for higher education in In-

donesia is . . . ?

4. I feel that the USAID LESTARI LMS Course on

Peatland Ecology and Climate Change Science is

useful and appropriate for . . . ?

5. I would like to see an LMS Course deliver mate-

rial and content on this topic.

The ﬁrst two questions in the survey were in-

tended to help us gauge the general tenor and ac-

ceptance among our audience of e-learning in gen-

eral and asynchronous models speciﬁcally. The third

question provided some insight as to the level of user

and whether our course content matched our intended

user target level. The last question has provided in-

formation on the topics that are of most interest for

additional content or new courses among our respon-

dents.

The results of the survey (Figure 4) show, at least

in our symposium audience (n = 31), that nearly all,

96%, agree or strongly agree that e-learning and on-

line courses will have a greater and greater role to play

in higher education learning in the near future. Nearly

two-thirds (65%) strongly agree. All respondents feel

that on-line courses or a mix of on-line and traditional

Geography, E-Learning and a Course in Peatland Ecosystems and Climate Change Science

classroom courses are the best path forward for higher

education in Indonesia. More than two-thirds (71%)

feel it should be a mix of on-line and traditional class-

room courses, while a little less than one third (29%)

feel that on-line courses with an instructor are the best

path forward. No respondent chose traditional class-

room only or chose on-line course without an instruc-

tor. This last choice bodes poorly, in the case of the

MSU/UPR/UMP on-line course, which is an asyn-

chronous, no instructor course.

Figure 1: Indonesian authors and publications used in the

Course (partial list).

Figure 2: List of URLs for digital resources used in the

course (partial list).

Figure 3: On-line Course on Peatland Ecosystems and Cli-

mate Change Science.

The respondents seem split regarding the tar-

get audience for the MSU/UPR/UMP on-line course.

While nearly all felt that the content was not suited

toward senior high school students (only 5%) the re-

maining ﬁve categories of user types where identi-

ﬁed almost equally (18% for four categories and 23%

for university faculty and staff). This may be a re-

sult of the respondents having little or no actual time

for themselves reviewing the course material and only

receiving a short preview of its content during the

symposium talks and brief live demonstration. It is

likely that with additional time for users to log in and

work through the modules we would see a narrowing

of the user type in one direction or another; that is

toward professionals and higher-level students or to-

ward lower level students. We will continue to seek

review of the course content in order to understand

the utility of the material for the audience we intent to

target.

Figure 4: List of URLs for digital resources used in the

course (partial list).

Figure 5: Survey Question 4.

Responses to the ﬁnal survey question, which was

open ended, do indicate an interest in the current

course content (biodiversity, social forestry, climate

change, environmental policy, etc.) and a desire for

speciﬁc thematic areas that could either be a part of

a current course module or be developed as a stand-

alone module or even an entire course (Figure 5). The

range too is from basic science or fundamental infor-

mation (e.g. environmental awareness education ma-

terial, basic material and climate change on the envi-

ronment peat) to applied information and content (e.g.

technological management materials and sustainable

use of peat, marketing of peatland products). We see

in these responses the idea that e-learning courses and

content can be useful to students during their edu-

cational year and to professionals who are working

directly in the ﬁeld of natural resource management,

sustainable forestry and the like.

6 DISCUSSION: E-LEARNING,

GEOGRAPHY AND

ENVIRONMENTAL

ECOSYSTEMS

We return now to our ﬁrst statement, geography

matters. It is without question, partly due to histori-

cal developments, that universities in proximity to the

capital city, Jakarta, or on Java, as well as to other

large provincial capital cities in Indonesia (Surabaya,

Medan, Semarang, etc.) receive an unequal share

ICCETIM 2019 - International Conference on Creative Economics, Tourism Information Management

of resources and beneﬁts than universities in or near

smaller cities and less populated provinces in Indone-

sia. The city of Palanka Raya is ranked well below the

top 20 in terms of population. This is not a judgement

statement, only a fact. And while Palangka Raya is

not one of the larger provincial capitals, it is in one

of the most environmentally and ecologically impor-

tant areas, not only in Indonesia, or Southeast Asia,

but in the world. The vast extent of peatland soils and

the remaining orangutan habitat of Central Kaliman-

tan are of nearly unequal importance in terms of cli-

mate change and biodiversity (Wibowo, 2009)(Mus-

tari et al., 2010). Universities located in Palangka

Raya are, therefore, quite literally uniquely positioned

with respect to these vital ecological and environmen-

tal areas. Faculty and staff focused on climate change,

biodiversity, peatland forests and ecosystems, who

work at Palangka Raya universities, have the advan-

tage over others simply by their location, their prox-

imity to these ecosystems. This is not to say that

experts from abroad or from other Indonesian uni-

versities or government agencies don’t exists. They

do exist (Rieley et al., 2008)(Dharmawan, 2014)(Wi-

bowo et al., 2016) and they often gain their expertise

through collaboration with faculty and staff at the uni-

versities in Palangka Raya. Geography matters. Lo-

cation and proximity are important.

The faculty and staff at universities in Palangka

Raya are uniquely positioned to develop material

and teach subjects related to the peatland ecosystems

through a variety of academic disciplines: soil sci-

ence, hydrology, land use and land cover change,

climate science, forestry, biodiversity, social sci-

ence (livelihoods), economics (including valuation of

ecosystem services), geo-spatial science, etc. Fac-

ulty at Harvard, or UN-REDD and World Bank scien-

tists are certainly capable of developing content for e-

learning on peatland ecosystems – particularly if they

have conducted research in these areas. However, the

advantage of a group of faculty members from mul-

tiple disciplines and multiple local universities to de-

velop a complete course that includes more than one

academic discipline is unmatched.

Language is an integral part of culture. Ba-

hasa Indonesia is the national language of Indonesia.

Academic courses at universities are predominantly

taught in Bahasa Indonesia. E-learning content can

come from a great variety of sources and in many lan-

guages. There are numerous infographics related to

the carbon cycle and climate change science and most

of these are in English. However, through technologi-

cal advances in automatic language translation on-line

and in internet content now delivered in multiple lan-

guages, Bahasa Indonesia versions can be found. For

example, Indonesia Wikipedia is in Bahasa Indone-

sia and has a very thorough entry on climate change

or perubahan iklim. Considering the number of aca-

demic faculty and research scientists at Indonesian

universities and working in Indonesian government

agencies, there is a wealth of information related to

peatland ecosystems and climate change science pub-

lished in Bahasa Indonesia. Using these materials

in an e-learning course, theoretically, should mean

more access by Indonesian students and profession-

als, since language would not be a barrier. Utiliz-

ing the expertise of faculty and staff at the universi-

ties in Palangka Raya to identify quality publications

and material for the e-learning course is also impor-

tant and extremely beneﬁcial.

E-learning and the technologies that support it

are helping to shrink the divide between universi-

ties located in less populated areas and those in more

resource-rich, highly populated areas. E-learning and

advances in new technologies are also supporting a

more self-reliant Indonesian academic structure that

doesn’t need to rely as much on information devel-

oped outside of Indonesia. The course developed

through collaboration between MSU, UPR and UMP

far surpasses the content available through other on-

line sites (UN-REDD, World Bank Group, HarvardX)

and nearly 100% of it is in Bahasa Indonesia. Deliv-

ering content and material on subject matter that is

in a university’s backyard is an equalizer in terms of

resource advantages. That students or learners don’t

require residency at a university in Palangka Raya in

order to take the course, because it is on-line, reduces

the proximate advantage of universities closer to more

populous cities or to the nation’s capital.

7 CONCLUSION: THE FUTURE

OF E-LEARNING AND

ENVIRONMENTAL ISSUES

Climate change is a real and present threat to peo-

ple in all countries. The peatland area of Kaliman-

tan, Indonesia store very signiﬁcant quantities of car-

bon in soils and in biomass. Peatland forest are some

of the most biodiverse ecosystems on Earth and are

home to certain endemic species found nowhere else.

Sustainable use and management of the resources in

Kalimantan require special consideration of ecosys-

tem services (such and carbon storage and biodiver-

sity) balanced with economic development.

Information related to the environmental signiﬁ-

cance of peatlands in Kalimantan is easily accessed

and available to anyone with an internet connection

Geography, E-Learning and a Course in Peatland Ecosystems and Climate Change Science

and e-device. You Tube videos and Ted Talks deliver

valuable content related to many academic areas in-

cluding the environment and climate change. Search

Google Scholar for publications of peatland ecosys-

tems and climate change, or in Bahasa Indonesia eko-

sistem lahan gambut dan perubahan iklim, and you

will have enough reading material to last many days.

Start a search on Wikipedia for the term carbon cy-

cle, follow all the related links in the text and the ﬁfty

plus references, links to further reading and external

links and one can learn a great deal on the topic, self-

taught. A disciplined, resourceful and motivated in-

dividual can do this. However, there is a great deal

of poor, bad and even fake data circulating on the in-

ternet. Climate deniers post reports on-line that are

fraught with misinformation, fallacious and illogical

arguments, and made-up data. Weeding through the

good from the bad can be mystifying if not frustrat-

ing. Such information can also inﬂuence young learn-

ers who are only beginning to develop their critical

thinking skills. These are signiﬁcant challenges.

University faculty and staff who develop e-

learning courses and the content are, at the very least,

in a position to identify quality material available for

e-learning. Faculty and staff from universities that are

in or near to an ecosystem that is the focus of an e-

learning course are in key positions to identify and

create high quality content. E-learning courses related

to environmental issues can help students or learners

remain focused on material that is signiﬁcant and ac-

curate and guide the student or learner through a logi-

cal process in learning the information. This is the op-

posite of the random-walk approach that often starts

with a simple google search, and which may or may

not lead to signiﬁcant learning of correct information.

Creating content in the local language and uti-

lizing research developed by local scientists and re-

searchers enables a greater potential for students

whose ﬁrst language is not English to learn and ac-

quire knowledge on important environmental issues.

Indonesia has a rich history of scientiﬁc and academic

excellence whereby a large number of publications

written in Bahasa Indonesia are available in digital

formats. This is a great advantage in developing e-

learning courses and reaching students and learners

in Indonesia.

The opportunities for universities in Indonesia to

develop e-learning courses in Bahasa Indonesia, fo-

cused on their proximate environmental, social, eco-

nomic, or other fundamental academic areas is now

boundless. Less well-known academic institutions

that are located in or near some important or signif-

icant area should take advantage of their geography

and expertise to develop e-learning courses. Imag-

ine a future, not too distant from now, with e-learning

courses in Indonesia on (1) The Environmental and

Social Impacts of Tourism or (2) High-Risk Areas,

Climate Change, Adaptation and Mitigation or (3)

Fisheries, Coastal Ecosystems, Policy and Manage-

ment. The future is bright. Indonesian universities,

even in remote areas, through e-learning and internet

technologies can lead the way forward to this bright

future of higher learning in Indonesia.

ACKNOWLEDGEMENT

The authors thank the USAID LESTARI Project

for supporting the development of the LMS e-learning

course on Peatland Ecosystems and Climate Change

Science.

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