The Effectiveness of Different Modalities of Digital-based Teacher Training Program in Indonesia

• In Event: Roundtable Session 12
  In Refereed Roundtable Session: Global Tech Sparks: Pioneering Teacher Development Across Borders

Proposal

Digital-based solution and teacher quality are often deemed the two magic bullets for increasing learning outcomes. Technology is particularly a popular choice for its ability to reach many at low cost. A competent teacher is undeniably the strongest lever to improving student performance. Harnessing technology to upskill teachers is a sensible investment in a country like Indonesia, of a considerable size and large disparity on education indicators across geography and socio-economic status. Many studies have suggested that technology alone is not sufficient, but its potential to enhance learning needs to be further challenged and understood.

In this paper, we explore the effectiveness of different approaches to developing teacher competency in facilitating active learning classroom – using digital platform the Learning Management System (LMS) in varying degrees of intensity and flexibility. These four approaches are: 1) teacher training through the Massive Open Online Course (MOOC) that can be accessed and completed anytime 2) flexible access to the online course + a one-time mentoring via teleconference 3) flexible access to the course + one-time mentoring via offline community-based teacher working group 4) a structured and scheduled learning via LMS + intensive mentoring support from trained facilitator, through the partnership with local government & school.

Using descriptive analysis of ±8,000 data from training participants in ± 30 locations across the country from 2020 - 2023, we compare the training completion rate, level of knowledge absorption, user behavior and motivation, cost, tactical strategies, and challenges of operating the four modalities. The study also qualitatively dissects the professional development strategies by contexts: rural/urban, political commitment, internet accessibility, teacher self-regulation for learning, and teacher professional development infrastructure support.

A key finding of this study is that some level of human interaction remains crucial in the initial stages of the training. This interaction helps establish learning habits, sustain engagement, and provide teachers with practical support, resulted in higher completion rate and the overall engagement.

This paper offers a narrative of how Indonesia and countries having similar problem size can navigate the complexities of digital transformation in teacher education. Implication of this insight on public policy includes differentiating approaches to upskilling teachers, investing in the local teacher communities of practice on technology troubleshooting, and providing on-going peer support for smoother adoption of technology for professional development.

Authors

• Murni Hoeng

• Golda Eva Grace Simatupang, Tanoto Foundation