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E-learning in Higher Education

E-learning in Higher Education. Professor Paul Bacsich Sheffield Hallam University Ramkhamhaeng University 27 February 2002. Topics. Definition of e-learning SWOT analysis of e-learning Examples of UK activities Issues in e-learning. Definition.

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E-learning in Higher Education

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  1. E-learning in Higher Education Professor Paul Bacsich Sheffield Hallam University Ramkhamhaeng University 27 February 2002

  2. Topics • Definition of e-learning • SWOT analysis of e-learning • Examples of UK activities • Issues in e-learning

  3. Definition • The use of Internet and communications technology to deliver and support learning by students both at a distance and on campus • includes use of e-content • but is more than that

  4. E-learning commentary • Not “pure” use of print materials • Includes television and video (technological convergence) • Does not exclude f2f (blended learning) • Has many uses on-campus and near-campus (residences)

  5. E-L compared with f2f • Strengths: • Any time any place (Martini) • Less pressure on performance skills • Potential lower institutional costs • Weaknesses: • Much higher development costs • Higher technology costs for institution and students • More need for pedagogic planning

  6. E-L compared with f2f • Opportunities: • Allows more diverse groups of students • May reduce need for f2f contact for routine questions, advice etc • Gets students used to Internet • Encourages team working (employers) • Threats: • Change; but • US entrants may take e-students

  7. UK HE examples • University for Industry • eUniversity • Open University • Consortia of universities (Universitas 21, World University Network) • Virtual Campus operations

  8. E-courses - examples • Use of e-content to speed up the learning of IT • Use of collaborative tools in MBA • Computer Assisted Language Learning • Master class lectures

  9. E-content and IT • Learning of Microsoft systems (Word, PowerPoint, etc) • Several suppliers have packages that train students (and staff) in these packages • Reduces need for specialised instructors • Allows individualised instruction

  10. E-courses - MBA • Use of collaborative tools in MBA • Much syndicate work can be done not f2f but over the network • Can use asynchronous tools (computer conferencing) if done over several days • Or synchronous tools when time-limited simulations are needed

  11. E-courses - collaboration • Use of collaborative tools • Also useful for discussing ethical, medical, philosophical, legal or regulatory issues • especially in situations where “there is no right answer” • allows students to learn from each other and differ from instructor view without an overt challenge

  12. E-courses - CALL • Computer Assisted Language Learning • useful for areas of rote learning • e.g. alphabet, grammar etc • but also for “situated” learning (video) especially in real-world situations • use of text chat to embed learning and develop social skills in language

  13. E-courses • Master class lectures • Allows use of “remote” experts • in other universities or industry or not resident in Thailand • and use of Thai experts to disseminate expertise • to industry etc • Need not be a long linear video

  14. Issues in e-learning • Technology is soluble/buyable • Staff development: • how to use the packages • why to use the packages • student support • management understanding of the issues that concern staff: • training, rewards, time and cost

  15. Time and cost issues • Developing content takes time and concentration • but teaching using e-content may save staff time (eg in IT skills) • Different kinds of time • e-learning may save costs but more normally changes the pattern of costs

  16. www.shu.ac.uk/cnl/ Thank you for listening Paul Bacsich p.bacsich@shu.ac.uk Sheffield Hallam University

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