1. e-Learning: Perceptions and reality Prof. Paul Leng

2. Preconceptions (1) Things we know about e-Learning:  Alienation: - Low student involvement, lack of intellectual challenge and dialogue - Lack of personal contact/social interaction  Quality issues: - Low teacher involvement, little student support - Low academic standards  Technology-dominated  Prone to plagiarism (None of this is true)

3. Why online learning? Some obvious answers: –Widening access: make education available to people at home or in the workplace The disabled Full-time workers House-bound parents –Globalisation –Reducing costs, compared to campus-based education We shall see

4. Preconceptions (2) Some things we know about Universities: -Students and staff come together to engage in lively intellectual discourse, informed by expertise of staff who are themselves challenged by the critique of the students… (No, that’s not always true either)

5. Some less obvious answers Perhaps on-campus education isn’t so great: –How much intellectual debate really goes on? –How closely do teachers engage with their students? Could e-Learning actually be a better learning experience?

6. Some views “The camaraderie between fellow students and tutors was phenomenal”. “..I have forged great friendships..” “..two and a half years of highly enjoyable, energy-sapping, inspiring effort..” “The intensity was high, but the classroom discussions made the courses lively..” “…one of the most exciting and rewarding experiences of my life.” (comments of e-Learning graduates)

7. e-Learning at Liverpool University Partnership with Laureate

8. The University of Liverpool Online Masters Programmes Wholly internet-delivered Asynchronous interactive model MSc in I.T./IS Management and MBA programmes Targeted at working professionals Here will focus on the MBA (launched in January 2001)

9. Concerns about an online degree “Academic standards will be lower” “Quality of learning experience will be poor” –Reputation of University provides some safeguards –Conversely: reputation could be threatened if preconception becomes reality So: Quality and Standards are key issues

10. Teaching Quality NOT a replication of the traditional classroom NOT an electronic version of paper-based distance learning –Need to allow students to work in their own time –Want to avoid a passive approach to learning

11. Pedagogic Principles Constructivism: –students construct their own understanding of the subject Collaborative enquiry: –understanding is reached via a process of enquiry and discussion involving all the class

12. How Does It Work? The teaching paradigm is the seminar rather than the lecture: –Modules are divided into seminars –Theory is acquired through individual reading and research, lecture and additional materials –Theory is applied in individual and group assignments –Concepts are collaboratively discussed in a virtual classroom

13. The Virtual Classroom Structured hierarchy of email folders –Separate folders for course materials, assignments, correspondence and discussion, group work, etc. –Assignments folder is write-only (read by course instructor) –Discussion folder is read/write (for open discussion of module topics) Sharing of class knowledge/experience

14. Typical module structure 6 one-week seminars Each seminar includes: –An online ‘lecture’ and associated learning materials –Reading assignments –Questions for class discussion –Possibly: ongoing group project work –Other exercises/assignments Strict one-week timeframe –Assessment and feedback in following week

15. Key learning features Collaborative learning: –Students work together (entire class or smaller groups) –Outside experience of students brought in to help others (NB students are working professionals) Key role of moderated discussion (an assessed component) Maximum of 18 students per class Expected involvement: 18-25 hours/week

16. Some observations Costs: not a low-cost model –Module development –Module delivery Max 18:1 SSR High instructor involvement discussion, assessment and feedback) –Infrastructure, administration, marketing Academic standards and quality control –Vital for credibility

17. Monitoring delivery All communications (including feedback and other private instructor/student communications) are viewable Each virtual classroom monitored online by e-Learning Unit Module monitoring verifies: –Adherence to curriculum, procedures, etc –Maintenance of academic standards –Teaching quality –Assessment outcomes

18. The role of discussion Discussion in Virtual Classroom: –Establishes identity of students –Guarantees involvement: prevents isolation and alienation –Requires active tutor participation –Facilitates collaboration: students help each other, share experience –Enables progress monitoring: student absence immediately revealed –Reduces risk of plagiarism

19. Student comments “The discussions with other students were most helpful in expanding my understanding of the various subjects” “The subject and discussion were good… a lot of real experiences to share” “The support I have received from my fellow students and the different ideas that came to the fore were interesting and helpful” “Varied contribution of other students provided an enriching learning experience”

20. Conclusions Some final remarks

21. Registrations of online degrees: Average age 38, 10.5 years work experience Over 100 countries represented Over 90% would recommend programme to colleagues Successful QAA review Outcomes YearRegistrations 200025 2002690 20052000

22. Graduation Numbers

23. Online Learning : Image and Reality Preconception: Actual: - Impersonal and alienating - Bulk processing - Low delivery cost - Low standards - Very high student-student and staff-student interaction - Classrooms of up to 20 students - Costs similar to on-campus teaching, except for premises - High demands on staff and students

24. Summary: Why e-Learning? First Key advantage : can obtain higher degree while continuing to work full-time But also: we believe online learning can be (in many respects) more intellectually stimulating than much (most?) lecture-based teaching To achieve this, we must focus on pedagogy rather than technology

25. For feedback and questions Admissions@ohecampus.com or www.uol.ohecampus.com