Readiness of graduate school educational support staff for digital-based distance education
DOI:
https://doi.org/10.21831/jpv.v15i3.95751Keywords:
digital literacy, distance education, digital readiness, educational support staff, learning management system, vocational educationAbstract
Digital transformation and the implementation of distance education require the readiness of educational support staff as key enablers of technology-based academic services, particularly in the context of vocational and applied higher education. This study aims to analyze the readiness of educational support staff in supporting digital-based distance education in terms of digital literacy, understanding of distance education policies, and the capacity to manage online learning systems. The study employed a descriptive sequential explanatory mixed-methods design. Quantitative data were collected through a Likert-scale questionnaire administered to educational support staff, while qualitative data were obtained through semi-structured interviews. The results indicate that 65% of educational support staff demonstrated moderate to good levels of digital literacy, 60% showed a moderate level of understanding of distance education policies, and only approximately 55% exhibited optimal readiness in managing online learning systems. Qualitative findings reveal that limited access to continuous professional training, diverse educational backgrounds, and uneven institutional support constitute the main barriers to staff readiness. This study concludes that the readiness of educational support staff needs to be systematically strengthened to ensure the effectiveness and sustainability of digital academic services and distance education. The contribution of this study lies in providing empirical evidence to support capacity-building strategies and institutional policies aimed at strengthening human resource readiness for digital transformation in vocational and applied higher education.
Author Biography
Syahri Ramadan, Universitas Negeri Yogyakarta
References
Aiken, L. R. (1985). Three coefficients for analyzing the reliability and validity of ratings. Educational and Psychological Measurement, 45(1), 131–142. https://doi.org/10.1177/0013164485451012
Altunoglu, A. (2017). Initial perceptions of open higher education students with learner management systems. Turkish Online Journal of Distance Education, 18(3), 96–96. https://doi.org/10.17718/tojde.328939
Arandas, M. F., Salman, A., Idid, S. A., Loh, Y. L., Nazir, S., & Ker, Y. L. (2024). The influence of online distance learning and digital skills on digital literacy among university students post Covid-19. Journal of Media Literacy Education, 16(1), 79–93. https://doi.org/10.23860/JMLE-2024-16-1-6
Azwar, S. (2013). Metode Penelitian. Pustaka Pelajar.
Balkaya, S., & Akkucuk, U. (2021). Adoption and use of Learning Management Systems in education: The role of playfulness and self-management. Sustainability, 13(3), 1127. https://doi.org/10.3390/su13031127
Bervell, B., Nyagorme, P., & Arkorful, V. (2020). LMS-enabled blended learning use intentions among distance education tutors: Examining the mediation role of attitude based on Technology-Related Stimulus-Response Theoretical Framework (TR-SR-TF). Contemporary Educational Technology, 12(2), ep273. https://doi.org/10.30935/cedtech/8317
Bonilla-Priego, M. J., Fernández-Giordano, M., & Pacheco-Olivares, M. R. (2024). Evaluating the success of a learning management system for supplemental learning in accounting. Accounting Education, 1–26. https://doi.org/10.1080/09639284.2024.2424269
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Bravo-Jaico, J., Maquen-Niño, G. L. E., Germán, N., Valdivia, C., Alarcón, R., Aquino, J., & Serquén, O. (2025). Assessing digital transformation maturity in higher education institutions: A correlational analysis by actors and dimensions. Frontiers in Computer Science, 7. https://doi.org/10.3389/fcomp.2025.1549262
Chounta, I.-A., Ortega-Arranz, A., Daskalaki, S., Dimitriadis, Y., & Avouris, N. (2024). Toward a data-informed framework for the assessment of digital readiness of higher education institutions. International Journal of Educational Technology in Higher Education, 21(1), 59. https://doi.org/10.1186/s41239-024-00491-0
Creswell, J. W., & Clark, V. L. P. (2018). Designing and conducting mixed methods research (3rd ed.). SAGE Publication.
Creswell, J. W., Clark, V. L. P., Gutmann, M. L., & Hanson, W. E. (2003). Advanced mixed methods research designs. In A. Tashakkori, C. Teddlie, & C. B. Teddlie (Eds.), Handbook of mixed methods in social & behavioral research (pp. 209–240). SAGE Publication.
Creswell, J. W., & Hirose, M. (2019). Mixed methods and survey research in family medicine and community health. Family Medicine and Community Health, 7(2), e000086. https://doi.org/10.1136/fmch-2018-000086
González, J. R., Sánchez, N., Pujol, I. S., & Palencia, J. L. D. (2025). Challenges and perspectives in the evolution of distance and online education towards higher technological environments. Cogent Education, 12(1). https://doi.org/10.1080/2331186X.2024.2447168
Isaeva, E. S. (2021). Modern LMS platforms for distance education: Analysis and comparison. Pedagogy. Theory & Practice, 6(6), 1045–1050. https://doi.org/10.30853/ped20210127
Ivankova, N. V., Creswell, J. W., & Stick, S. L. (2006). Using mixed-methods sequential explanatory design: From theory to practice. Field Methods, 18(1), 3–20. https://doi.org/10.1177/1525822X05282260
Khumalo, M. (2018). Determining the effectiveness of e-learning for higher education students a case of the Durban University of Technology [Durban University of Technology]. https://openscholar.dut.ac.za/bitstream/10321/3350/3/KHUMALOM_2019.pdf
Mardiana, H. (2024). Perceived impact of lecturers’ digital literacy skills in higher education institutions. Sage Open, 14(3). https://doi.org/10.1177/21582440241256937
Martha, A. S. D., Junus, K., Santoso, H. B., & Suhartanto, H. (2021). Assessing undergraduate students’ e-learning competencies: A case study of higher education context in Indonesia. Education Sciences, 11(4), 189. https://doi.org/10.3390/educsci11040189
Maulana, A. (2022). Analisis validtas, reliabilitas, dan kelayakan instrumen penilaian rasa percaya diri siswa. Jurnal Kualita Pendidikan, 3(3), 133–139. https://doi.org/10.51651/jkp.v3i3.331
Mgeni, M. S., Ismail, M. J., Yunus, S. A., & Haji, H. A. (2019). The contribution of LMS to the learning environment: Views from the State University of Zanzibar. In G. Mendy, S. Ouya, I. Dioum, & O. Thiaré (Eds.), E-Infrastructure and e-Services for Developing Countries (pp. 305–314). Springer, Cham. https://doi.org/10.1007/978-3-030-16042-5_27
Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis (2nd ed.). SAGE Publication. https://vivauniversity.files.wordpress.com/2013/11/milesandhuberman1994.pdf
Mohammadi, M. K., Mohibbi, A. A., & Hedayati, M. H. (2021). Investigating the challenges and factors influencing the use of the learning management system during the Covid-19 pandemic in Afghanistan. Education and Information Technologies, 26(5), 5165–5198. https://doi.org/10.1007/s10639-021-10517-z
Nguyen-Anh, T., Nguyen, A. T., Tran-Phuong, C., & Nguyen-Thi-Phuong, A. (2023). Digital transformation in higher education from online learning perspective: A comparative study of Singapore and Vietnam. Policy Futures in Education, 21(4), 335–354. https://doi.org/10.1177/14782103221124181
Nkambule, B., Ngubane, S., & Mncube, S. (2023). Learning Management System (LMS) for academic inclusion and learning agency: An interpretive review of technoprogressivism in ODL instructional technology policy. Journal of Education, Society & Multiculturalism, 4(2), 48–84. https://doi.org/10.2478/jesm-2023-0018
Nunnally, J. C., & Bernstein, I. H. (1994). Psychometric theory. In Psychometric Theory (3rd ed.). McGraw-Hill.
Patton, M. Q. (2014). Qualitative research & evaluation methods (4th ed.). SAGE Publications, Inc.
Quy, V. K., Thanh, B. T., Chehri, A., Linh, D. M., & Tuan, D. A. (2023). AI and digital transformation in higher education: Vision and approach of a specific university in Vietnam. Sustainability, 15(14), 11093. https://doi.org/10.3390/su151411093
Rotar, O. (2022). Online student support: a framework for embedding support interventions into the online learning cycle. Research and Practice in Technology Enhanced Learning, 17(1), 2. https://doi.org/10.1186/s41039-021-00178-4
Sobhani, S. M. J., Jamshidi, O., & Ardekani, Z. F. (2025). Cultivating knowledge: The adoption experience of learning management systems in agricultural higher education. Frontiers in Education, 10. https://doi.org/10.3389/feduc.2025.1551546
Spante, M., Hashemi, S. S., Lundin, M., & Algers, A. (2018). Digital competence and digital literacy in higher education research: Systematic review of concept use. Cogent Education, 5(1), 1519143. https://doi.org/10.1080/2331186X.2018.1519143
Sugiyono, S. (2021). Metode penelitian kuantitatif, kualitatif, dan R&D (2nd ed.). Alfabeta.
Wong-Fajardo, E. M., Mendoza-Rodas, M., Hernández-Vásquez, R., & Saavedra-Sánchez, H. (2023). Implementation of an integrated academic management model with LMS in the university system. PUBLICACIONES, 53(2), 217–254. https://doi.org/10.30827/publicaciones.v53i2.26826
Yuliani, N. N. S., Ahmad, F. F. R., Turnip, O. N., Hanasia, H., Komara, N. K., Agustira, D., Sayyidinoor, M. A., Sadek, Y. T. H., Safitri, A., Mudatama, Y., Efendy, D. A., & Upel, D. A. (2025). Sosialisasi kreasi pangan lokal “AKANG” (kelakai dan ikan saluang) sebagai cemilan pada penderita diabetes. PengabdianMu: Jurnal Ilmiah Pengabdian Kepada Masyarakat, 10(2), 573–581. https://doi.org/10.33084/pengabdianmu.v10i2.8507
Yustika, G. P., & Iswati, S. (2020). Digital literacy in formal online education: A short review. Dinamika Pendidikan, 15(1), 66–76. https://doi.org/10.15294/dp.v15i1.23779
Downloads
Published
How to Cite
Issue
Section
Citation Check
License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
The authors submitting a manuscript to this journal agree that, if accepted for publication, copyright publishing of the submission shall be assigned to Jurnal Pendidikan Vokasi. However, even though the journal asks for a copyright transfer, the authors retain (or are granted back) significant scholarly rights.
The copyright transfer agreement form can be downloaded here: [JPV Copyright Transfer Agreement Form]
The copyright form should be signed originally and sent to the Editorial Office through email to jpvokasi@uny.ac.id
Jurnal Pendidikan Vokasi by http://journal.uny.ac.id/index.php/jpv is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
