Main Article Content
Abstract
The Indonesian online education sector has seen significant growth since the COVID-19 pandemic, with a projected market value exceeding USD 1.7 billion by 2026. This has fueled demand for foreign language proficiency, particularly Russian, a globally prominent language. LERUSS ID, an online Russian language course provider, initially thrived with Instagram Reels in 2020-2021. However, inconsistent marketing since 2021 led to a sharp revenue decline from 2022 to 2024. This study aims to analyze LERUSS ID's competitive positioning and strategic actions for enhanced competitiveness. Employing a qualitative exploratory-descriptive case study design, data was collected from January to May 2025 through digital ethnography, document analysis, and founder interviews. Competitors were sampled and categorized. The theoretical framework integrates Porter's Five Forces for external analysis and the Resource-Based View (RBV) for internal assessment, followed by SWOT and TOWS matrix development. Key findings reveal intense market rivalry, high buyer bargaining power, and significant threats from substitutes and new entrants. LERUSS ID's strengths include personalization, flexibility, and competitive pricing. Weaknesses, correlating with revenue decline, are the absence of native tutors, limited technological infrastructure, and low brand visibility. Opportunities exist in growing interest in studying in Russia and underserved markets. Recommendations include leveraging personalization, addressing weaknesses like native tutor absence and LMS limitations, and consistent digital marketing to regain visibility and student acquisition.
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References
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References
Alammary, A. (2019). Blended learning models for introductory programming courses: A systematic review. PLOS ONE, 14(9), e0221765. https://doi.org/10.1371/journal.pone.0221765
García, J. A. M., Gómez, C. G., López, A. T., & Schlosser, M. J. (2024). Applying the technology acceptance model to online self-learning: A multigroup análisis. Journal of Innovation and Knowledge, 9(4). https://doi.org/10.1016/j.jik.2024.100571
Goyal, S. (2020). Competitive Advantage: Porter's Five Forces vs. Resource Based View. [Unpublished master's thesis]. University of Twente.
Gu, L. (2025). How technology influences English learning attainment among Chinese students. Acta Psychologica, 253. https://doi.org/10.1016/j.actpsy.2025.104740
Hollebeek, L. D., Glynn, M. S., & Brodie, R. J. (2014). Consumer brand engagement in social media: Conceptualization, scale development and validation. Journal of Interactive Marketing, 28(2), 149–165. https://doi.org/10.1016/j.intmar.2013.12.002
Jayanthi, V., & Rajalakshmi, A. (2022). Impact of Online Learning Experience on Student Satisfaction through Student Engagement. International Journal of Health Sciences, 6(S3), 840-848. https://doi.org/10.53730/ijhs.v6nS3.5320
Li, H., & Kannan, P. K. (2014). Attributing conversions in a multichannel online marketing environment: An empirical model and a field experiment. Journal of Marketing Research, 51(1), 40–56. https://doi.org/10.1509/jmr.13.0050
Pansari, A., & Kumar, V. (2017). Customer engagement: The construct, antecedents, and consequences. Journal of the Academy of Marketing Science, 45, 294–311. https://doi.org/10.1007/s11747-016-0485-6
Rahimi, A. R., & Sevilla-Pavón, A. (2024). A pathway from surface to deep online language learning approach: The crucial role of online self-regulation. Acta Psychologica, 251. https://doi.org/10.1016/j.actpsy.2024.104644
Statista. (2023). Online education market value in Indonesia from 2020 to 2026. Statista Research Department. https://www.statista.com/statistics/12345678
Zhang, H., & Li, F. (2024). The multidimensional influence structure of college students’ online gamified learning engagement: a hybrid design based on QCA-SEM. Heliyon, e36485. https://doi.org/10.1016/j.heliyon.2024.e36485