Higher Education Challenges: Why Pay High Fees Just to Study Online?

Kompas/Riza Fathoni

Two students of the Yogyakarta Veterans National Development University (UPN) produced tutorial content on how to make face shields as part of a real work lecture program (KKN) at a resident\'s residence in Pondok Kelapa, East Jakarta, Saturday (11/07/2020).

This question needs a response. It has been raised not only by students who are at university, but also by prospective students, parents, and the general public.

There are two underlying arguments that have prompted this question to emerge.

First is the economic argument, in that higher education tends to be viewed and managed as a service industry. The Covid-19 pandemic has forced changes to the "production line" in implementing higher learning from the previous conventional format (face to face) to the digital network (online/virtual). Learning as the resulting product or output is also thought to have declined in quality. With just these two aspects in the perspective of higher education as a service industry, universities are highly sensitive to market logic and affected by macroeconomic dynamics.

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In conventional learning, students go to campus and learn directly from lecturers. For learning that requires visual materials, a demonstration, or a practicum, students can engage in real or physical activities. In addition, students benefit from learning outside the course materials presented in lecture halls. They learn from interacting with their lecturers and fellow students in a variety of academic and nonacademic settings.

Supporting facilities for sports, culture and the arts are also part of the services universities provide through conventional learning.

Academia and intellectual discourse occur in a specific and distinctive format that is not always structured. Moreover, students also enjoy the advantages of the facilities in a lecture hall equipped with air conditioners and internet access, perhaps a beautiful courtyard or a canteen that offers affordable food and drink. They also have open spaces and opportunities to mingle with their fellow students and other people. Supporting facilities for sports, culture and the arts are also part of the services universities provide through conventional learning.

Since universities have switched to online learning, all these "privileges" of conventional learning have disappeared, excepting the delivery of learning material via lectures. But online lectures may not always be up to par with conventional lectures. Lecturers who possess pedagogical mastery and are attractive and inspirational face-to-face cannot easily transfer these characteristics to digital media. The effectiveness of visual learning and practicums has been significantly reduced also. To be sure, all physical facilities such as lecture halls, laboratories, meeting rooms, and canteens are not in practical use. In this context, the aspiration for maintaining tuition fees without any further increases appears justified.

The economic argument is strengthened with the decline in public income. This has come about from the cessation or reduction of economic and industrial activities as a consequence of the social and physical restrictions – i.e., the large-scale social restrictions (PSBB) – the government has taken in order to break the chain of Covid-19 transmission. Purchasing power for higher education has also been affected.

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Second is the pedagogical argument. A university is more than just a collection of buildings, lecture halls, closed or open spaces and people, and has a much stronger academic and social function. Each physical facility – such as a lecture hall, a laboratory, or a library – has a unique function that work in an interconnected manner to fulfill the greater function of academia as a whole.

KOMPAS/DENTY PIAWAI NASTITIE

Harry Leonardo (23), a student majoring in Information Engineering at the University of Mercubuana, focuses on studying course material that is shared virtually. Most students now undergo online lectures because of the Covid-19 pandemic.

Beyond this, each person at a university has a unique identity and engages in intellectual and social interactions and builds relationships. They are all united by the same interests: to explore, develop, and disseminate truth and science. The university is an academic community (communio/communion) where students and lecturers meet, form bonds, and discuss in the spirit of truth (caritas in veritate). In meeting during their lectures, students gain critically tested and proven knowledge.

Through practicums at laboratories and studios, they hone their skills and expertise. Students develop not only intellectual maturity, but also their individual maturity and personal values, such as tolerance for different opinions and other differences, through the process of interacting with their lecturers and fellow students. Therefore, when in-person learning in a community setting (experiential learning) can no longer occur and instead occurs virtually, this is still worth students and parents to pay high fees.

Solutions and challenges

It is strange that people still want to earn a diploma or are still excited about earning an academic degree without experiencing what it is to be a part of an academic community. This is because, universities will only award a diploma to someone who has undergone the formative process and reached the transformational stage to develop into an individual who is not only highly knowledgeable, but also has developed a superior and refined character in their thoughts and actions (read: scholar).

UNESCO has established four pillars or learning objectives of education, which are to know, do, interact with others (live together), and progress.

The authenticity of education and higher education refers to a number of principles that demonstrate the essence and purpose of education. Bloom\'s taxonomy is still frequently referred to as regards the three key aspects of educational development, namely knowledge (cognition), attitude (behavior), and skills (psychomotor). UNESCO has established four pillars or learning objectives of education, which are to know, do, interact with others (live together), and progress. The national reference is no less valuable in that the purpose of education is to cultivate and improve thinking, taste (attitude), and work (skills). Contemporary references refer to the importance of developing both hard skills (knowledge and expertise) and soft skills at the higher education level.

KOMPAS/RONY ARIYANTO NUGROHO

A number of Archeology S3 students at the University of Indonesia took part in a field study on reading tomb inscriptions, guided by lecturer Lili Suratminto (right) at the Inscription Museum, Jakarta, on Wednesday (4/12/2019).

Not to be forgotten is the World Economic Forum (WEF) reference, which states the higher education should: (1) adopt and adapt to technological advances; (2) understand business in societal change; (3) develop a spirit of lifelong learning; and (4) strengthen skills-based learning models. Furthermore, the WEF emphasizes the skills of current and future leaders, in order: the ability to solve complex problems, social intelligence, mastery of processes, and understanding of systems. Following these are cognitive abilities and technical skills.

Read also: The Face of Indonesian Education in the New Normal Era

Transferring all educational processes that are intended to achieve the above objectives to an online method is not an easy process, but it is still possible. This starts by imitating and replicating the face-to-face method on a virtual platform. Lecturers need to make online learning not just attractive, but also high quality in terms of content. The various learning resources and media that are used need to be enriched continuously and updated regularly. Learning media need to be adjusted to match the course.

No less important is understanding that the pattern of student learning has also changed – learning is occurring anytime and anywhere. Lecturers must also arm themselves with an educational philosophy for virtual pedagogy that "meets", "accompanies", "encourages", and "cares" for the students. It appears that the student-centered orientation of conventional education needs to be maintained by modifying the means. However, the lecturers’ attention and encouragement must remain genuine.

Many universities are stumbling in educational transformation, especially in online learning. There is inadequate online infrastructure (servers, internet access and platforms).

All informative (knowledge transfer), formative, and summative activities are also occurring remotely. Learning must continue through combining high tech and high touch. Many universities are stumbling in educational transformation, especially in online learning. There is inadequate online infrastructure (servers, internet access and platforms). This is exacerbated by lecturers who are technologically backward (jokingly referred to as the "scrap metal" group of lecturers to differentiate them from the “platinum” lecturers with capabilities in sophisticated information and communication technology). Even universities in big cities are also stumbling.

It is not surprising that universities have adopted a policy of refocusing and reallocating their budgets over the past four months, and will continue to so in the coming month, as has occurred in various business sectors and state institutions in order to improve the quality of online learning.

Reputation and sustainability

Besides financing the transformation to online learning, parents\' and communities’ higher education investment for their children is not limited to the academic aspects, physical infrastructure, interactions and the academic community as mentioned above. The reputation and recognition of a higher education institution also seems to be a consideration, and each university is fighting hard, and often long, for this. Universities that have a very good reputation – in terms of the Board of National Accreditation (BAN-PT) standards and the Education and Culture Ministry’s rankings, as well as other measurements – are often an important consideration for (prospective) students in choosing which university to apply to. Most of a university’s reputation and recognition derives from the visible contributions of its lecturers on the academic stage or their sociopolitical impacts as reported in the media.

(Prospective) students and parents also take into account the alumni achievements in business and industry, government, politics, professional associations, and society. In this context, the assumption is that a university gains zed through the work and careers of its alumni. University alumni networks appear to be exclusive syndicates in some cases or sectors that are difficult for alumni of a different alma mater to enter. It is also not uncommon to see alumni associations resembling a movement, lobbying group or political force at certain events.

KOMPAS/TATANG MULYANA SINAGA

Mangadar Situmorang

The reputation of universities and alumni groups may not be affected by the switch to online learning and could be a solution to the aforementioned issues. However, online learning can only last and subsequently be meaningful and impactful when universities not only make changes that adopt or adapt to digital technology, but are also able to convert the essence of the academic community into a virtual form. Reduction and modification seem inevitable. However, adapting to the millennial generation and the needs of business and industry are important conditions for universities. Therefore, higher education is still justified as an investment.

Mangadar Situmorang, Rector, Parahyangan Catholic University