This document summarizes a self-study of a distance online English course for students in Indonesia. The self-study includes an autobiography of the instructor, an analysis of the course content and delivery methods using various learning management systems and social media, and a reflection on what went well and could be improved. The course aimed to improve students' English communication skills but faced some challenges with internet bandwidth and students' language proficiency levels. Overall, the instructor sought to enhance structure of the online course platform and opportunities for student feedback and discussion.

1. Applying self-study approach
to evaluate a distance online
course
Hery The
Department of Educational Technology
University of Hawaii at Manoa

2. Organization of this presentation:
• Self-study and the conceptual
framework
• Autobiography
• Instructional analysis
• The course content and delivery
• Reflection and evaluation

3. What self-study teacher
research IS NOT
• Anastasia Samaras. (2010). Self-Study Teacher Research: Improving Your Practice
• Through Collaborative Inquiry. US: Sage Publishing.
Anastasia Samaras. (2010). Student study site for Self-Study Teacher Research:
Improving Your Practice Through Collaborative Inquiry. Retrieved from
http://www.sagepub.com/samaras/default.htm
o Self-study is not about your studying
others' personal inquiries.
o Self-study is not all about you and only
about you.
o Self-study is not conducted alone.
o Self-study research is not merely
reflection.
o Self-study is not only about personal
knowledge.

4. Self-study = A research
Self-study is one of research approaches that teachers
or educators can use to examine and analyze
important situations in their teaching practices.
Systematic
Rational
Critical
Collaborative
Scientific

5. Conceptual Framework
Distance online learning theory
Quality Assurance and assessment of online course
The web 2.0 and computer assisted instruction
Plus-Delta assessment
Change theory
Computer assisted language learning
Second language learning

6. Autobiography
I am
• an in service teacher in Indonesia who is sponsoring by Ford
Foundation, East West Center, and UH Foundation to pursue my
degree in the US.
• working part time as an instructional designer and assisting
faculty members in my host university to teach online and hybrid
courses.
• enrolling in the MOOC courses offered by several institutions, such
as Coursera and Udacity.
• designing and teaching courses online using Weebly, WizIQ,
Schoology, and many other online free tools.
• interesting in doing research about distance online education,
teacher training, the learning of technology, multimodality, and
second language learning.
• using webinar and online virtual rooms to disseminate my
designs, my research, and my ideas.

7. A distance online course for
students in Indonesia
• Audience: Undergraduate students in Kertarajasa
Buddhist College who joined the Kertarajasa English Club
(KEC), Fall 2012.
• Local Facilitators: Two students in the College who were
at the last semester of the program.
• Meeting: Kertarajasa Language Lab. + Skype & Join.me
• Time: Friday, 09.00 - 10.30 WIB or Thursday, 16.00 -
17.30 HST
• Course: English Conversation
• Length of the program: 2 months (9 meetings)
• Other Tools: Facebook Group, Email, Schoology, WizIQ
• Assessors: Faculties of Kertarajasa, fellow instructors

8. The Course
• Terminal Goal: Improving the learner self confident to
communicate in English
• Target audience: at the college level, intermediate level
second language learner, motivated to practice, be able to
self learn and do a group work
• Instructional content:
o Introducing yourself - Email exchange and live class
practices
o Presentation skill
o Simple idiom and expression
o Free tools for learning English
• Evaluation: Email submission, presentation, optional
Quizzes

9. The Course Learning Management
System (LMS)

10. Social Network and Blog

11. Ideal Condition
Good design
Assurance Quality
Some technical obstacles
Progressive change
Facilitators and students are well prepared
Independent and active learning

12. Challenges
Schedule and workload
The Internet bandwidth
Students access to the Internet
Student preparedness versus my
expectation
Ideal language proficiency versus the real
condition

13. Plus and Delta
PLUS:
o Local facilitators were very helpful.
o We could met the planned meetings.
o Students engaged in the learning process.
o Students experienced using technology to learn language.
o Switching tools planned to be used to more bandwidth friendly tools.
o The school and faculties supported this extracurricular activity.
o The facilitators documented the meeting in Facebook and blog
postings.
DELTA:
o I want to restructure the course LMS.
o I want to give students a chance to evaluate the course.
o I want student to use the LMS’s forum or Facebook for discussions.
o I want to invite a native speaker as guest lecturer.

14. Contact
Hery Yanto The
hery@hawaii.edu or
herythe@outlook.com
https://www.linkedin.com/in/herythe
East West Center Degree Fellow 2012 - 2014
Department of Educational Technology
University of Hawaii at Manoa