Integrating Humanities and Technology in Distance Higher-Education Services in Indonesia

Imam Syafii

doi:10.57060/jers.45tww905

Authors

Imam Syafii Universtas Terbuka

DOI:

https://doi.org/10.57060/jers.45tww905

Keywords:

Digital Humanism, Academic Integrity, Distance Education, Inclusive Pedagogy

Abstract

This study examines the Open University (UT) Jember as a case of digital humanism in practice, analyzing how humanistic values are integrated throughout the academic cycle, from admission and learning management systems (LMS) to ethical assessment. Using an embedded case study over one month (December 2024), this research combines observation, semi-structured interviews with 71 stakeholders, document analysis, and descriptive statistics from the LMS and exam records. Results show that student enrollment increased by 42.6% in two years, reaching 15,447 students in 2024, with 64% being first-generation students and 37% from rural areas. Engagement is sustained as 96% of students access the LMS weekly, while an empathetic tutorial system and micro-classes of 25 students increased participation by 22%. Support measures included mobile data vouchers that benefited 92% of scholarship holders and accessibility features that enabled students with disabilities to participate fully. Administrative innovations such as responsive online admissions, hybrid learning material distribution, and transparent certificate management simplified services, while minimally invasive online monitoring balanced exam integrity with psychological comfort. Reaching out through TikTok and Instagram campaigns complements traditional promotion, increasing public trust in UT Jember's identity as a state university. These findings show that technological innovation based on humanist values can make distance learning more measurable and equitable, contributing to the global discourse on digital humanism and offering transferable lessons for open and distance learning institutions around the world.

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