Gaya e-pembelajaran (eLSE) versi 8.1 menggunakan model Pengukuran RASCH.

(Gosling, 2005): As more students enter universities and colleges than ever before, traditional forms of teaching are under increasing pressure to change. Pressures: More diverse student profile, globalization, flexibility in modes of delivery, marketization of higher education, funding and accountability. There has been a shift from traditional collegial model towards more managerial or corporate styles of management. The idea of teachers and students working together to create a learning community requires that students receive feedback on their progress from their teachers. We know that receiving feedback is important in any learning process. Research has shown that formative feedback does improve learning and the gains in achievement are among the largest ever reported for educational achievements (Black and Wiliam cited in Knight 2002:150) The changes occurring in higher education are presenting teachers with new challenges that require all academic staff to think critically about their teaching. Teaching needs to adapt and respond to widening access and greater student diversity by focusing on the academic development needs of students, rather than operating with a deficit model of student capabilities.

(Lea, 2007): Flexible learning is seen by education and training institutions as a vehicle for addressing current economic, social, political, technological and cultural issues caused by the forces of globalization. The globalization has made it to develop more flexible approaches to learning. This includes new approaches to course planning, structures, delivery methods and access to education, training and staff development. E-learning is playing in the reconfiguration of higher education, in particular its role in the shifting of focus from learning through engagement in disciplinary bodies of knowledge towards the management of learning. Taking this approach is necessary if we are to understand more fully both the relationship between learning and technologies and the texts and practices that emerge in their association. Our perspective, with its particular focus on texts and the process of meaning-making, offers an examination of the social and cultural practices implicated in any learning context and which, we believe, established elearning pedagogies have so far failed to address.

(Rossen, 2010): Teaching online means conducting a course partially or entirely through the Internet. Its a form of distance education, a process that traditionally included course taught through the mail, by DVD, or via telephone or TVany form of learning that doesnt involve the traditional classroom setting in which students and instructors must be in the same place at the same time. Online learning offers more freedom for students and teachers as well. They can enroll, read articles, listen to the lectures, submit their homework assignments, confer with their instructor and receive their final grades all online. The convenience of learning online applies equally well to adult learners, students from educationally undeserved areas, those pursuing specialized or advanced degrees and any students who simply want to augment the curricular offerings from their local institutions. Online education is no longer a novelty. In the United States alone, nearly 20 percent of all higher education students in fall of 2007 were taking at least one online course. In places like South Korean Internet users reportedly used the Internet for the purpose of accessing education and learning, both informally and as part of structured programs.

(Janes, 2007): E-learning as distance education and e-learning as electronically mediated learning, it is helpful to think of e-learning as fitting into a continuum of delivery modalities.

(Chin, 2004): Benefits of e-learning: Online learning does not necessarily offer better ways of learning, but provides a different context in which traditional learning can take place. Traditional teaching and learning is unlikely to be improved by elearning as the real benefits come from the interaction between teacher and student. E-learning can provide: savings time and money, wider access to limited resources, better access for students, faster delivery of assessment and improved communication links

(Goodyear, 2010): The 3P model of student learning can be used to map relationships amongst research studies that have investigated aspects of university students experiences of learning. 1. Student perceptions of the learning context, such as the clarity of the goals and standards of the course and the quality of teaching 2. Students conceptions of their learning, what they think they are learning 3. Students approaches to learning, what they do when they learn, encompassing both strategies and intent 4. Characteristics of the students, including knowledge of prior experiences that they bring to learning 5. The course and departmental context, including course design, teaching methods, assessment and the like.

Presage Product

Process

Characteristics of the student (Previous experiences, current understandings) Course and departmental learning context (Course design, teaching methods, assessment)

Students perceptions of context (Good teaching, clear goals)

Students approaches to learning (How they learn, surface/deep)

Students learning outcomes (What they learn, quantity and quality)

(Hughes, 1998): Purpose and audience Consider the intent of this information and why it is being communicated. Is this material designed for your student audience? What is the goal of the site Who support this site and what is their goal in presenting this information? Authority Consider the credentials of the individuals or groups presenting this information. If not provided, send them an e-mail message and request information on their credentials. . Does the individual or group who constructed this information have the knowledge or experience to be considered reliable? . Does the author cite other authorities? .cant be used.