EXPLORING THE E-LEARNING STATE OF ART

1. EXPLORING THE E-LEARNING STATE OF ART 2nd ICT4D Synposium, Karlstad Evelyn Kigozi Kahiigi DSV - Stockholm University

2. PRESENTATION OVERVIEW Motivation Defining e-learning The e-learning state of art Conclusion Research Direction

3. MOTIVATION Need for successful e-learning implementation with limited resourses �What works� and � what doesnt work� How do you apply � what works� in different context Back

4. DEFINING E-LEARNING Several definitions Include: Instructions delivered via all electronic media (Engelbrecht 2003); Learning facilitated by internet and www technologies (Meredith and Newton 2003); Distance education using the internet (Watanabe 2005).

5. Working Definition Learning method that uses ICTs to transform and support the teaching and learning process

6. THE E-LEARNING STATE OF ART

7. E-learning + Learning Theories Several theories coexist and compliment each other during a learning process. The attainment of the learning concepts will vary from one learner to another the learning methods can dictate the level of knowledge to be attained. Several theories coexist and compliment each other during a learning process. The attainment of the learning concepts will vary from one learner to another the learning methods can dictate the level of knowledge to be attained.

8. Elearning Communication and Interactivity Synchronous Communication: this learning enables users to engage in real-time online conversations. Asynchronous Communication: this learning enables students and the teacher to communicate but not in real-time. Adoption of technologies in education has created new opportunities for interaction in teaching and learning activities, carried outAdoption of technologies in education has created new opportunities for interaction in teaching and learning activities, carried out

9. E-learning + Higher Education Processes Change attributed to: The drive to join knowledge society and knowledge based economy. Increasing student needs. demand for knowledgeable and skilled personnel at the workplace

10. E-learning + Higher Education Processes Increasing numbers of on campus students, off campus students, life long learners, e.t.c Growing demand for alternative learning methods & electronic learning resources. Collaborative research opportunities.

11. E-learning Evolution

12. Networks/Infrastructre Development

13. E-learning Technologies/Tools

14. Content Development The growth of e-learning has created new opportunities and challenges for higher education institution. Despite the advancement of e-learning tools, several challenges that impact on the successful e-learning implementation The growth of e-learning has created new opportunities and challenges for higher education institution. Despite the advancement of e-learning tools, several challenges that impact on the successful e-learning implementation

15. E-learning Challenges Include: Lack of technical skills and support (Arif 2001; Hara & Kling 1999, Alexander 2001); Lack of time management skills, commitment, motivation; financial support and funding (Aldridge & Rowley 2001; Bennett 2003, Arabasz et al 2003; Mason 2001); Credibility of e-learning programmes (Kistan 2006; Mungania 2006);

16. E-learning Challenges Integration of emergent technologies with already established corporate technologies (Armatas et al 2005); Digital divide � Insufficient bandwidth and computer infrastructure (Arabasz et al 2003); Lack of policies and strategies (Engelbrecht 2003). Increasing Dropout rate As several institutions of higher education adopt e-learning in their teaching and learning process, several issues have emerged that are affecting its implementation process As several institutions of higher education adopt e-learning in their teaching and learning process, several issues have emerged that are affecting its implementation process

17. Emerging Issues Include Systematic and credible e-learning evaluations (Omwenga and Rodrigues 2006 ); Need to improve organizational processes associated with e-learning (Marshall and Mitchell 2002);

18. Emerging Issues The gap between developed and undeveloped world access to digital and information technology-Digital Divide (Arabasz et al 2003); The paradigm shift from teacher centeredness to student centeredness has greatly influenced the learning process (Sherry and Wilson 1997);

19. CONCLUSION E-learning field is a work in progress Requires an understanding of the integration process of technology with pedagogy for learning to take place effectively However, while some universities have achieved considerable benefit in the adoption of e-learning (Meredith and Newton 2003), others are still struggling to realize the attainment of the minimal educational value (Marshall and Mitchell 2002). Researchers in the field still argue that the development of e-learning has not been tested by time and is still in its infancy stage. However, while some universities have achieved considerable benefit in the adoption of e-learning (Meredith and Newton 2003), others are still struggling to realize the attainment of the minimal educational value (Marshall and Mitchell 2002). Researchers in the field still argue that the development of e-learning has not been tested by time and is still in its infancy stage.

20. CONCLUSION This involves encompassing change processes which consider strategic, didactic, organizational, economic and culture dimension for all stakeholders

21. RESEARCH DIRECTION �Springing from the Motivation�

22. Research Motivation quote �What does it take to create a successful e-learning experience for diverse learners?� Kahn (2001) In an effort to answer Kahn�s question there is a need to consider various issues which include 1. Ascertaining what e-learning implementation strategies that are feasible; 2. Quantifying the benefits of e-learning and adopting mechanisms that measure the return on investments; 3. Validation of the e-learning implementation process in relation quality assurance aspects; Annika�s..... Research on dropout rates. In an effort to answer Kahn�s question there is a need to consider various issues which include 1. Ascertaining what e-learning implementation strategies that are feasible; 2. Quantifying the benefits of e-learning and adopting mechanisms that measure the return on investments; 3. Validation of the e-learning implementation process in relation quality assurance aspects; Annika�s..... Research on dropout rates.

23. Proposed Hypothesis Applying social presence factors of communication, interactivity and feedback at all levels of the e-learning the implementation process can create a successful e-learning experience for diverse learners. (Thought in progress) Indetify factors Indetify factors

24. Way Forward (Autumn 2007) Literature Review (Analysis of Tools, frameworks) Develop a systematic theoretical framework for analysing an e-learning course (Paper 1). Participating in an online course : As Student and Research (Paper 2:E-learning from an insider�s perspective) � Testing the framework Generic Framework : Identification of success/Key factors Applying the framework in different contextsGeneric Framework : Identification of success/Key factors Applying the framework in different contexts

25. Status Grounding Literature review- ongoing Courses - ongoing 1st and 2nd E-learning Africa Conference Evaluation checklist: Mapping suggested TLAs to Desired learning outcomes UCSC, Sri-lanka (Evelyn Kahiigi & Annika Andersson)

26. Benefits from Symposium 2007 Meet and network with other PhD Students and experts in the e-learning feild. Allow me to learn from the research of other students. Allow me to present my research interest/direction in order to receive constructive comments and help!!!!!

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28. References Engelbrecht, E. (2003) A look at e-learning models: Investigating their value for developing an e-learning strategy .Progressio 25(2)38-47 Arif, A. (2001) �Learning from the Web: are students ready or not?�, Educational Technology & Society, Vol. 4 No. 4, pp. 32-8. Armatas, C., Holt, D. and Rice, M. (2005) Balancing the possibilities for mobile technologies in higher education. In Proceedings of the 2005 ascilite conference. Brisbane, [online], http://www.ascilite.org.au/conferences/brisbane05/proceedings.shtml. Bennett, R. (2003) �Determinants of undergraduate student drop out rates in a university business studies department�, Journal of Further & Higher Education, Vol. 27 No. 2, pp. 123-41. Aldridge, S. and Rowley, J. (2001) �Conducting a withdrawal survey�, Quality in Higher Education, Vol. 7 No. 1, pp 55-63. Alexander, S. (2001) �E-learning developments and experiences�, Education & Training, Vol. 43 No 4/5, pp 240-8. Arabasz, P., Pirani, J. and Fawcett, D. (2003) Supporting E-learning in higher education.

29. References Hara, N. and Kling, R. (1999) �Students� distress with a Web based Distance Education Course: an Ethnographic study of Participants Experiences�, Turkish Online Journal of Distance Education (TOJDE), April, Vol. 4 No. 2, pp. 1-28. Kahn, B (2001) A Framework for e-learning, [online], www.elearningmag.com/ltimagazine/article/articleDetail.jsp?id=5163 Kistan, C. (2006) Quality and accreditation of cross-border education through e-learning: In 1st International Conference on ICT for Development Education and Training, UNCC, Addis Ababa, Ethiopia Marshall, S. and Mitchell G. (2002) An e-learning maturity model, Proceedings of ASCILITE 2002, Auckland, New Zealand, in press. Mungania, P. (2006) Buyer beware: Examining quality assurance issues in elearning. In 1st International Conference on ICT for Development Education and Training, UNCC, Addis Ababa, Ethiopia Omwenga, E. I. and Rodrigues A. J. (2006) Towards an Education Evaluation Framework: Synchronous and Asynchronous E-learning Cases. Journal of the Research Centre for Educational Technology, Kent, [online], rcetj.org. Sherry, L., & Wilson, B. (1997) Transformative communication as a stimulus to Web innovations. In: B. H. Khan (Ed.), Web-based instruction (pp. 67�73). Englewood Cliffs, NJ: Educational Technology Publications.