ENHANCING THE QUALITY OF DISTANCE EDUCATION IN INDONESIA: INTEGRATING NATIONAL REGULATIONS WITH GLOBAL EDUCATIONAL CONCEPTS

Abstract

This study investigates the alignment between Indonesian Distance Learning (DL) legislation and established pedagogical theories in higher education.  It is imperative for educators to have the capacity to teach effectively online, especially as distance learning (DL) becomes increasingly prevalent owing to the COVID-19 epidemic.  This study employs a qualitative, literature-based technique to analyse Indonesian regulatory frameworks in connection to established online education theories, including Moore's Transactional Distance Theory, the Community of Inquiry model, and Holmberg's theory of personal communication.  Indonesian distance learning (DL) is governed by Law No. 20/2003 and Ministerial Regulation No. 109/2013, which set out the rules and standards.  There are major gaps when you compare it to the finest techniques to teach in the world.  The lessons aren't very good, the students can't work on their own, the lessons aren't interesting enough, the lectures aren't personal enough, the teacher isn't helpful enough, and the quality assurance methods aren't good enough.  In general, rules put technology infrastructure and administrative compliance ahead of crucial educational challenges.  In light of these problems, this paper gives specific suggestions for how to improve the quality of remote learning in Indonesia.  Some good ideas are to teach instructors about DL theory, modify the norms for higher education so that they work better for today's teachers, provide DL teachers more help at schools, and make online learning communities that everyone can join.  The goal is to shift DL in Indonesia from just obeying the rules to giving great lessons and making sure that all students have pleasant, fair, and high-quality learning experiences.