Adoption of Various Frameworks for e-Learning Governance That

Support the Readiness of e-Learning System Governance for Indonesia

Higher Education

Apridona Surizka

, Sri Suning Kusumawardani

and Paulus Insap Santosa

123Department of Electrical Engineering and Information Technology, Universitas Gadjah Mada, Yogyakarta, Indonesia

Keywords:

E-Learning Governance, E-Learning, COBIT 5, ISO/IEC 38500, Khan Framework.

Abstract:

This research explains the factors that inﬂuence readiness to support the development of a new framework

for e-Learning governance as an evaluation tool. this happens because of the paradigm of technological de-

velopment that is fast demanding e-Learning to realize the best performance. However, there are problems

of incapabilities in improving the quality and quantity of the required system in order to be a comprehensive

assessment process to achieve satisfactory results. The solutions for these problems are by improving gover-

nance on the system being run. The Khan framework, the EDM domain (evaluate, direct, monitor) contained

in the COBIT 5 and ISO / IEC 38500 frameworks make a whole new framework by combining components in

each framework. The existing dimensions and domains can be adapted according to the needs of e-Learning

governance to improve performance as a support for the readiness of the learning process in the e-Learning

system in Higher Education, especially in Indonesia.

1 INTRODUCTION

A system that facilitates academic and non-academic

activities is called e-Learning. E-learning is a teach-

ing and learning process which is familiar to the

community and is applied by educational institu-

tions from elementary schools to universities (Su-

tanta, 2009)(Yacob et al., 2012)(Cheung and Lam,

2009). Rapid technological development demands

that e-Learning can provide renewal that adapts to

the current conditions in using the system anywhere

and anytime. electronic media that facilitate e-

learning, among others: internet, computers, mobile

phones, CD-ROMs and many more(Kusdibyo and

Leo, 2018)(Lee and Hung, 2015)(Santoso, 2008).

The current e-Learning system also supports tradi-

tional learning, these two methods support each other

to obtain maximum learning methods in the learning

process. In Higher Education, for example, by ap-

plying mixed mode to two learning methods, or also

known as blend learning or hybrid learning, the learn-

ing process that combines online learning and class-

room learning. The application of e-learning is com-

mon in educational institutions for now. This com-

petitiveness is because every institution would like

to present the best possible performance to represent

their educational institutions and to attract those who

wish to join their institutions.

Improved e-Learning with dimensions that sup-

port the realization of the quality and quantity of the

system using a framework evaluation tool. These di-

mensions are adopted based on situations and condi-

tions in accordance with the governance requirements

of the e-Learning system. The framework is also nec-

essary to measure how effective and efﬁcient the sys-

tem implementation is. Due to the many types of

frameworks, the researchers tried to combine frame-

works that can adjust to the needs of e-Learning sys-

tem governance evaluation for universities in Indone-

sia. With dimensions from the Khan framework and

a supportive framework, the e-Learning governance

framework will become a suitable framework for sys-

tem evaluation.

2 LITERATURE REVIEW

2.1 Related Research

In organizations, e-Learning is crucial for business

success(Chang and Uden, 2008). The success of e-

Learning lies in governance in supporting business

readiness. e-Learning governance is centered on

Surizka, A., Kusumawardani, S. and Santosa, P.

Adoption of Various Frameworks for e-Learning Governance That Support the Readiness of e-Learning System Governance for Indonesian Higher Education.

DOI: 10.5220/0009866301530157

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 153-157

ISBN: 978-989-758-451-0

153

the principles of corporate governance and dimen-

sions that have broader qualities, including rights,

duties, and responsibilities that exist in corporate

governance(Darking, 2006)(Darking et al., 2007).

With e-Learning governance, the organization empha-

sizes aspects of pedagogical and didactic learning as

well as on the characteristics of cognitive learning

within legal and ethical boundaries(Chang and Uden,

2008). e-Learning is increasingly developing, many

researchers conduct evaluations to update or recom-

mend improvements to the e-learning system at each

educational institution.

Research conducted by (Khan, 2003), created a

framework called the Khan framework. According

to Badrul Khan, the development of learning meth-

ods is very important, with the progress of informa-

tion and communication technology. This framework

produces a dimension that is used as a factor in e-

Learning based on the state of e-Learning in the ﬁeld

of education. to evaluate the system, the Khan frame-

work has 8 dimensions(Khan, 2003)(Pranata, 2005).

Khan’s framework dimensions include: technologi-

cal, pedagogical, resource support, interface design,

institutional, ethical, management, evaluation. Each

dimension has a sub-dimension consisting of prob-

lems focused on certain aspects of the scope of e-

Learning. The researcher made a combination of the

COBIT 5 framework and ISO / IEC 38500 to sup-

port the dimensions of the Khan framework. accord-

ing to the research of (Bianchi and Sousa, 2016) many

committees employ framework that is widely imple-

mented using ITIL, COBIT, & ISO, each of which

has their own objectives and objectives in informa-

tion technology governance. IT governance in Higher

Education has not been widely discussed, especially

in the previous literatures. Therefore, it is necessary

to improve governance in e-Learning systems that are

evaluated using e-Learning governance frameworks

to ensure success in implementing e-Learning sys-

tems that are assisted by the direction of the dimen-

sions of Khan’s framework.

The research conducted by (Alaeddini and Kar-

dan, 2010) and (Elameer and Idrus, 2010) stated that

governance is required to harmonize e-Learning with

business objectives and strategies using performance

indicators in the learning process within the frame-

work. Knowledge sharing based educational organi-

zations supported by cost and effective and efﬁcient

support system infrastructure in the utilization of in-

formation technology. (Bianchi and Sousa, 2016) said

that to support the e-Learning framework for gover-

nance in the system needed a governance model in

the objectives of IT governance in the implementa-

tion of e-Learning. This research uses COBIT 5 and

ISO/IEC 38500. This is because COBIT is a com-

plete framework and ISO/IEC 38500 has three main

domains to manage information technology as well as

COBIT 5, namely evaluate, direct & monitor.

2.2 Supporting Framework

Khan’s framework adjusts existing dimensions to the

needs of the system based on existing sub-dimensions

within the scope of e-Learning. The systematic on-

line planning, design, evaluation, and implementa-

tion process within the scope of the learning pro-

cess actively fostered and supported is the success

of e-learning. by creating a ﬂexible learning pro-

cess, e-Learning will be easily applied to the fac-

tors that exist within the scope of e-Learning. Those

factors are categorized into 8 dimensions and have

sub-dimensions that help in identifying many criti-

cal problems speciﬁcally in the e-Learning environ-

ment(Khan, 2003)(Pranata, 2005). Based on (Khan,

2003) and the research conducted by (Elameer and

Idrus, 2010), the problems occur in a broad (general)

scope of the e-Learning systems. Khan’s framework

does not explain governance for e-Learning which

supports scopes that are categorized into 8 dimen-

sions and sub-dimensions which are used according

to the e-Learning governance requirements. Dimen-

sions and sub-dimensions within the Khan frame-

work that inﬂuence each other in e-Learning environ-

ments(Khan, 2003)(Pranata, 2005), among others:

Table 1: Khan Framework

TECHNOLO

GICAL DIMEN-

SION

PEDAGOGICAL

DIMENSION

• Infrastructure

Planning

• Hardware

• Software

• Content Analysis

• Audience Analy-

sis

• Goal Analysis

• Design Approach

• Instructional

Strategies

• Organization

• Blending Strate-

gies

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

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RESOURCE

SUPPORT DI-

MENSION

INTERFACE DE-

SIGN DIMENSION

• Online Sup-

port

• Resources

• Page and Site De-

sign

• Content Design

• Navigation

• Accessibility

• Usability Testing

INSTITUTIONAL

DIMENSION

ETHICAL DIMEN-

SION

•

Administrative

Affairs

• Academic

Affairs

• Student

Services

• Social and Cul-

tural Diversity

• Bias and Political

Issues

• Geographical Di-

versity

• Learner Diversity

• Digital Divide

• Etiquette

• Legal Issues

MANAGEMENT

DIMENSION

EVALUATION

DIMENSION

• People, Pro-

cess and

Product (P3)

Continuum

• Management

Team

• Managing

e-Learning

Content

Development

• Managing e-

Learning En-

viroment

• Evaluation of

Content Devel-

opment Process

• Evaluation of e-

Learning Enviro-

ment

• Evaluation of e-

Learning at the

Porgram and In-

stitutional Levels

• Assessment of

Learners

E-Learning governance framework adopts COBIT

5 and ISO / IEC 38500 for governance. The CO-

BIT (control objectives for information and related

technology) framework is part of the audit and con-

trol association (ISACA) information system devel-

oped by the IT Governance Institute (ITGI). COBIT is

a standard guide to information technology manage-

ment practices and a collection of best practice doc-

umentation for IT governance that can help and con-

trol in bridging the gap between business risk, con-

trol needs and technical issues of interrelated stake-

holders (auditors, managers, and users). According to

Campbell, COBIT is a way to implement IT gover-

nance. There are many versions of the COBIT frame-

work to date, the latest COBIT version 5 is used as

a tool for IT governance implementation, namely as

a management guideline with all domains contained

within COBIT 5, including evaluate, direct, and mon-

itor (EDM) for governance, and align, plan, and or-

ganize (APO), build, acquire, and implement (BAI),

deliver, service, and support (DSS), monitor, evaluate

domains, and assess (MEA) for management. CO-

BIT 5 is a comprehensive framework that has a collec-

tion of best practices for IT governance and was pub-

lished on April 2012. The COBIT 5 framework helps

companies/organizations achieve key objectives in IT

management and governance that are applied to opti-

mize the value of information technology that aligns

between the beneﬁts are thereby optimizing the risks

and resources used(Widjajanto et al., 2018).

The ISO / IEC (The International Organiza-

tion standardization form and the International Elec-

trotechnical Commission) system was formed specif-

ically as a standard in the world, one of which ISO /

IEC 38500 is an Australian standard released in 2008

originating from (US 8015) and the ﬁrst international

standard for governance guidelines manage IT(Ahuja

and Chan, 2015)(Serrano et al., 2017). This stan-

dard also aims to provide principles for stakeholders

when evaluating, directing, and monitoring informa-

tion technology (Harris, 2010). IT governance in ISO

/ IEC 38500 has principles, among others: Respon-

sibility, Strategy, Acquisition, Performance, Confor-

mance, and Human behavior citeahuja2015security

(Serrano et al., 2017) (Harris, 2010) (Rijati et al.,

2017)(Mohamad and Toomey, 2016). as for the ISO

/ IEC 38500 has a director who has three main tasks

in managing IT, namely (Harris, 2010) (Rijati et al.,

2017)(Mohamad and Toomey, 2016):

1. Evaluate the use of IT from now to the future.

2. Direct the preparation and implementation of

plans and policies to ensure the use of IT as a busi-

ness goal.

Adoption of Various Frameworks for e-Learning Governance That Support the Readiness of e-Learning System Governance for Indonesian

Higher Education

155

3. Monitor planning by policies and performance.

3 ADOPTION THE FRAMEWORK

To support e-Learning governance that is not cov-

ered by the Khan framework, it is necessary

to adopt a still common governance framework,

namely the COBIT 5 and ISO / IEC 38500 frame-

work which will produce an e-Learning gover-

nance framework. Based on the explanation of

the framework and research on e-Learning above,

the researchers conducted a combination design by

adopting Khan framework(Khan, 2003)(Elameer and

Idrus, 2010), ISO/IEC 38500(Alaeddini and Kardan,

2010)(Ahuja and Chan, 2015)(Harris, 2010)(Mo-

hamad and Toomey, 2016), and 3 main domains

on the COBIT 5 framework that has similarities to

ISO/IEC 38500, namely the EDM (evaluate, direct,

monitor) which can be applied on IT governance.

This combination aims to make the e-Learning gover-

nance framework appropriate for the governance re-

quirements of the e-Learning system used by Univer-

sities, especially in Indonesia.

In Figure 3.1 there is a combination of Khan’s

framework, ISO/IEC 38500, business processes on e-

Learning, and 3 main domains of COBIT 5 which

have similar domains with ISO/IEC 38500, namely

evaluate, direct and monitor. implementation of the

suitability of the e-Learning system by identifying ex-

isting problems in the scope of dimensions carried

out in the e-Learning business process. the explana-

tion of each dimension is speciﬁcally based on sub-

dimensions in the framework khan. The e-Learning

business process, including learning planning & cur-

ricula design, content development, learning delivery

& learner coaching as well as assessment, evaluation

& credentialing. dimensions and sub-dimensions that

have been grouped will be adjusted to the phases that

exist in the e-Learning business process. This will

create new possibilities for each stage, dimensions

will be able to have more than one stage topic, even

with different sub-dimensions. From 8 dimensions,

only 7 dimensions are used in adopting a new frame-

work, namely the ethical dimension. The ethical di-

mension is not used because it does not include the

supporting criteria in terms of the sub-dimensions de-

scribed in Table 2.1. For governance requirements in

the e-Learning environment applied, the ethnical di-

mension cannot be used .

In the adoption process, the 3 main domain cy-

cles, namely evaluate, direct and monitor support

each other and have their respective roles in one goal

for the use of e-Learning within the scope of gover-

nance. this is clariﬁed by the 4 phases that exist in the

business processes in e-Learning to guide implemen-

tation. At the e-Learning business process stage con-

sists of the dimensions of the Khan framework with

sub-dimensions adopted based on conformity with the

stages to be carried out to obtain maximum results,

although there are similarities between dimensions

and different stages, the contents of sub-dimensions

at each stage are also different, according to the con-

ditions at this stage with the support of additional sub-

dimensions and references from previous studies. The

stages of business processes in e-Learning are divided

into 4 stages and are grouped in Table 3.1 and sub-

dimensions are showed in Table 3.2.

Stage 1. Learning planning & curricula design, this

stage consists of 7 dimensions that help evaluate e-

Learning governance, including technological, ped-

agogical, resource support, interface design, insti-

tutional, management, evaluation. Each dimension

has additional sub-dimensions that help complete the

stages of the e-Learning business process.

Stage 2. Content development, this stage con-

sists of 6 dimensions, namely technological, peda-

gogical, resource support, interface design, manage-

ment, evaluation. Each dimension has additional

sub-dimensions that help complete the stages of e-

Learning business processes.

Stage 3. Learning delivery & learner coaching,

this stage consists of 5 dimensions that help evaluate

e-Learning governance, among others: technological,

pedagogical, resource support, management, evalua-

tion. Each of these dimensions also has additional

sub-dimensions that help complete the stages of e-

Learning business processes.

Stage 4. Assessment, evaluation, & creden-

tialling, this stage consists of 3 dimensions that help

evaluate e-Learning governance, including techno-

logical, pedagogical, management. Each dimension

has additional sub-dimensions that help complete the

stages of e-Learning business processes.

4 CONCLUSIONS

E-Learning governance is a system management that

is crucial in creating an effective and efﬁcient distance

learning process in order to gain more knowledge.

factors that can be known can support the readiness

of the system to realize the performance of the best

quality and quantity in improving governance in e-

Learning systems. For maximum results, an evalua-

tion process with a suitable framework with a com-

prehensive understanding of the needs and problems

in improving the governance of the e-Learning sys-

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

156

tem is needed. the evaluation process with a frame-

work that can understand the suitability of the needs

and problems faced to improve governance in the e-

Learning system can get maximum results. This pa-

per is a preliminary study of the development of an

existing framework component for e-Learning gover-

nance so that not all dimensions and domains adopted

for the framework will be used for institutions, es-

pecially in tertiary Higher Education. An e-Learning

governance framework evaluation tool is used for im-

plementing improved governance in tertiary systems..

The components in the e-Learning governance frame-

work consist of 3 domains for governance, 4 stages

of business processes, and 21 dimensions that are

spread out in each stage of the process and are clearly

grouped in table 3.2.

Figure 1: Adoption of E-Learning Governance Frameworks

in Higher Education.

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