Page 86 - Reimagining Higher Education : Case Studies On Designing For Inclusion, Equity, And Access In The Buka Project

A. Susilo et al. · UTAKSES case study: Advancing digital access for students living in remote

areas without reliable internet - Universitas Terbuka, Indonesia

connected to this o ine internet network will not be charged for internet usage.
Students are free to access all school services such as accessing materials or books,

playing videos, listening to audio, engaging in discussions, taking quizzes, and also

accessing video streaming with educators. Because of its local nature, educators
and students can carry out learning without having to worry about internet usage

quotas or the absence of a cellular signal.

All services are placed on the school's local server. On this local server,
services such as e-learning systems, video conferencing, media centres, and so on

can be built. The use of open source applications such as using Moodle as an
e-learning VLE and the Big Blue Button, as well as Zoom, for video conferencing.

Mini computer machines can be used as a server, such as Raspberry Pi, as an
alternative to using expensive devices in implementing o ine internet network

infrastructure. Wireless radio transmitters are used to broadcast signals with a

range of up to 10 kilometres. The range of this transmit power depends on the type
of radio used. If the area is still not covered by a wireless signal, then a repeater is

carried out from the nearest location. Signals can be transmitted to student homes
or places that become hotspots so that students and teachers can stay connected to

the learning system service network.

On the student side, the wifi signal is received using a wireless antenna
supported by a monopole pole. The antenna is connected to the access point so that

the wifi signal can be re-emitted around the house or a predetermined place with a
range of over 50 metres. It is through the signal that is emitted that students can

use their devices to access e-learning content and live conferences with educators

on the o ine network.
With this o ine internet infrastructure, there is a solution for those who

experience limited internet quota or internet signal. Due to its o ine nature, it
does not require external access because all needs are provided locally. Educators

and students can conduct live, real-time learning using the devices owned by
students. It can replace the use of Zoom or similar which requires being connected

to an internet network and consuming data within limited quotas.

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