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Teaching and learning process was often faced with abstract subjects and it is out of the daily experience such as the process of biofuel production or renewable energy on industrial biotechnology field, which is one of subject unit in Biology. Therefore, this subject was difficult to be taught by teacher and difficult to be understood by student. In this research, biology especially renewable energy (the process of biofuel production) one of industrial biotechnology field was chosen because of many factors such as the production of biofuel needs long time, the process to produce biofuel is very complex and industrial biotechnology subject was difficult to be taught by teachers in the classroom. So they need the aids to explain biofuel in the classroom. The teachers’ ability and competency are necessary to teach the Biology course to be more attractive and efficient. Visualization is one of the ways that can be done to concretize an abstract idea. e-Audio Visual Biology courseware (e-AV BIOLOGY) is one of the alternative aids to explain this course, so biology learning will be more interesting for the students. This paper considers the design and development of a web-based courseware for education of biology in Indonesia Senior High Schools. The new teaching media, namely e-AV BIOLOGY, had been developed as a teaching approach in science education. e-AV BIOLOGY had been developed with integrated and comprehensive Assignment, Quizzes, and Discussion Board for supporting the students' learning process. This research had examined the impact of e-Audio Visual Biology towards students’ attitude, students’ interest and learning outcomes in Indonesia Senior High Schools. The later part of this paper presents the evaluation data from a main research conducted with students at Senior High Schools in Semarang, Indonesia. The findings from the main research are also discussed.

Background: Due to the development facilitated by modern technology, the world has become a small village with instantly changing methods of education. Online education has become an alternative method for course delivery used by colleges and universities globally.   Methods: The population of this study was N=564 students enrolled in asynchronous online learning at the College of Sharia Sciences in the Sultanate of Oman for the academic year 2020-2021. The survey instruments from “The Student Satisfaction Survey” developed by Strachota (2006) were utilized in this study. The survey included items in the following categories: demographics, learner instructor's interaction, learner-peer interaction, and lastly general satisfaction. The researcher reformulated the questions to suit the target group and some questions were changed to suit the target audience.  Results: Remarkably, the data show that there is no direct relationship between demographic factors and student satisfaction with asynchronous online learning. On the other hand, there is a strong and noticeable relationship between students' satisfaction with asynchronous online learning and student-instructor interaction. There is also a correlation between students' satisfaction with asynchronous online learning and student-peer interaction.   Conclusions: The students of the College of Sharia Sciences are on the whole very satisfied with asynchronous online learning; they consider it a very successful experience and recommend its use by students in other educational institutions.

Background: Due to the development facilitated by modern technology, the world has become a small village with instantly changing methods of education. Online education has become an alternative method for course delivery used by colleges and universities globally.   Methods: The population of this study was N=564 students enrolled in asynchronous online learning at the College of Sharia Sciences in the Sultanate of Oman for the academic year 2020-2021. The survey instruments from “The Student Satisfaction Survey” developed by Strachota (2006) were utilized in this study. The survey included items in the following categories: demographics, learner instructor's interaction, learner-peer interaction, and lastly general satisfaction. The researcher reformulated the questions to suit the target group and some questions were changed to suit the target audience.  Results: Remarkably, the data show that there is no direct relationship between demographic factors and student satisfaction with asynchronous online learning. On the other hand, there is a strong and noticeable relationship between students' satisfaction with asynchronous online learning and student-instructor interaction. There is also a correlation between students' satisfaction with asynchronous online learning and student-peer interaction.   Conclusions: The students of the College of Sharia Sciences are on the whole very satisfied with asynchronous online learning; they consider it a very successful experience and recommend its use by students in other educational institutions.

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