1. eLearning: The Big Picture. Prof.Dr. Srisakdi Charmonman Chief Executive Officer College of Internet Distance Education Assumption University of Thailand charm@ksc.au.eduwww.charm.au.edu Keynote address, Training for Executives of Hanoi Open University “eLearning Methodology Process and Management Training”, Srisakdi Charmonman IT Center, Assumption University Bangna Campus, June 4-8, 2007 1

2. 1. Introduction. 2. Five Generations of Distance Education. 3. Sloan Foundation eLearning Report 2005. 4. Sloan Foundation eLearning Report 2006. 5. Sample eLearning Laws. 6. Case Study at Assumption University. eLearning: The Big Picture. 2

3. 7. Sample eLearning Policies. 8. Concluding Remarks. eLearning: The Big Picture (Cont.) 3

4. Online education or “eLearning” is gaining more and more popularity all over the world. University level: no field of study where eLearning is not used. University level: no field of study where eLearning is not used. Short courses and training level: formal academic institutions, learned societies and companies are providing eLearning. Short courses and training level: formal academic institutions, learned societies and companies are providing eLearning. 1. Introduction. 4

5. K12: State of Michigan passed the first law in the world requiring eLearning in high schools. 450,000 students to take eLearning. 450,000 students to take eLearning. Other states may pass similar law. Other states may pass similar law. Introduction (Cont.) 5

6. Time Magazine: By the year 2020, eLearning will be the mainstream and classroom learning the supporting part. Time Magazine: By the year 2020, eLearning will be the mainstream and classroom learning the supporting part. All countries have established or are in the process of establishing eLearning programs. All countries have established or are in the process of establishing eLearning programs. Introduction (Cont.) 6

7. In the year 1999, Jones International University became the first virtual university to be fully accredited. In the year 1999, Jones International University became the first virtual university to be fully accredited. The University of Phoenix is the university to have the highest net profit. In 2005, Phoenix revenue was 2.251 US$ billion and net profit of 444 US$ million (about 17,000 million baht). The University of Phoenix is the university to have the highest net profit. In 2005, Phoenix revenue was 2.251 US$ billion and net profit of 444 US$ million (about 17,000 million baht). Capella University is the first virtual university to enter Nasdaq. Capella University is the first virtual university to enter Nasdaq. Introduction (Cont.) 7

8. On 25 April 2002, the Board of Trustees of Assumption University approved the proposal by the author to establish the College of Internet Distance Education (CIDE) with the author as Chairman of the Board and Chief Executive Officer (CEO). On 25 April 2002, the Board of Trustees of Assumption University approved the proposal by the author to establish the College of Internet Distance Education (CIDE) with the author as Chairman of the Board and Chief Executive Officer (CEO). Introduction (Cont.) 8

9. The College is located at Srisakdi Charmonman IT Center with 12 floors, 12,000 square meters, and about 15 US$ million. The College is located at Srisakdi Charmonman IT Center with 12 floors, 12,000 square meters, and about 15 US$ million. As of May 2006, CIDE of AU offers: - MS in Management. - MS in Information and Communication Technology. - Ph.D. in eLearning Methodology. As of May 2006, CIDE of AU offers: - MS in Management. - MS in Information and Communication Technology. - Ph.D. in eLearning Methodology. Introduction (Cont.) 9

10. Searching Google for “Ph.D. in eLearning Methodology” 10

11. Found 7 entries on the first page about Assumption University “Ph.D. in eLearning Methodology”. Found 7 entries on the first page about Assumption University “Ph.D. in eLearning Methodology”. AU Ph.D. in eLearning Methodology is the first and only such Ph.D. in the world AU Ph.D. in eLearning Methodology is the first and only such Ph.D. in the world. Searching Google for “Ph.D. in eLearning Methodology” 11

12. Introduction (Cont.) To promote eLearning in Thailand, the author includes the subject in his one-hour radio and TV programs: - FM 92.5 and AM 891 every Tuesday 10.10 – 11.00am. - AM 819 every Monday 2.10 – 3.00pm. - UBC 89 TV every Sunday 12.00 noon – 1.00pm. To promote eLearning in Thailand, the author includes the subject in his one-hour radio and TV programs: - FM 92.5 and AM 891 every Tuesday 10.10 – 11.00am. - AM 819 every Monday 2.10 – 3.00pm. - UBC 89 TV every Sunday 12.00 noon – 1.00pm. 12

13. Introduction (Cont.) July 2006, July 2006, the International Biographical Centre the International Biographical Centre in Cambridge, England named in Cambridge, England named Prof.Dr. Srisakdi Charmonman Prof.Dr. Srisakdi Charmonman “ The Father of Thai E-Learning” “ The Father of Thai E-Learning” 13

14. The Father of Thai E-Learning by the International Biographical Centre. 14

15. Searching for “e-Learning” provides 224,000,000 entries 15

16. About 450 Million Internet Hosts in the Year 2007 16

17. World Internet Usage and Population Statistics. World Regions Population (2006 Est.) Internet Usage, Latest Data %Population (Penetration) Usage % of World Usage Growth 2000-2005 Africa 915,210,92823,649,0002.6%2.3%423.9% Asia 3,667,774,066380,400,71310.4%36.5%232.8% Europe 807,289,020294,101,84436.4%28.2%179.8% Middle East 190,084,16118,203,5009.6%1.7%454.2% North America 331,473,276227,470,71368.6%21.8%110.4% Latin America/Caribbean 553,908,63279,962,80914.7%7.8%350.5% Oceania/Australia 33,956,97717,872,70752.6%1.7%134.6% WORLD TOTAL 6,499,697,0601,043,104,88616.0%100.0%189.0% 17

18. World Internet Usage. Over 1 billion Internet users, 16% of world population. Over 1 billion Internet users, 16% of world population. Largest penetration rate of 68.6% in North America, 227 million users from 331 millions population. Largest penetration rate of 68.6% in North America, 227 million users from 331 millions population. Largest number of Internet users is in Asia, 380 million users from 3.6 billion population, (but only 10.6% of the population which is far less than 68.6% in North America.) Largest number of Internet users is in Asia, 380 million users from 3.6 billion population, (but only 10.6% of the population which is far less than 68.6% in North America.) 18

19. 1.1 Definitions of eLearning by Sloan. There are many definitions of eLearning. Searching for “define: elearning” from Google, four sources were founded. 19

20. Searching for “define: elearning” from Google, four sources 20

21. Definitions of eLearning by Sloan. (Cont.) From, “E-learning most often means an approach to facilitate and enhance learning through the use of devices based on computer and communications technology”From, “E-learning most often means an approach to facilitate and enhance learning through the use of devices based on computer and communications technology” 21

22. Definitions of eLearning by Sloan. (Cont.) Definitions of eLearning by Sloan. (Cont.) From the web, “Online Learning” is the same as “eLearning”.From the web, “Online Learning” is the same as “eLearning”. From the web, “Online Learning” has the same meaning as “eLearning”.From the web, “Online Learning” has the same meaning as “eLearning”. 22

23. Definitions of eLearning by Sloan. (Cont.) Another important definition of eLearning was given in the report by Sloan Consortium “Growing by Degrees: Online Education the United States, 2005” released in November 2005. Four types of learning. 1) Traditional Learning. 2) Web Facilitated Learning. 3) Blended/Hybrid Learning. 4) Online Learning or eLearning. 23

24. Four Types of Distance Education. Proportion of Content Delivered Online Type of Courses Typical Description 0% Traditional Course with no online technology used-content is delivered in writing or orally. 1 to 29% Web Facilitated Course which use web-based technology to facilitate what is essentially a face-to-face course. Uses a course management system (CMS) or web pages to post the syllabus and assignments, for example. 30 to 79% Blended/ Hybrid Course that blends online and face-to-face delivery. Substantial proportion of the content is delivered online, typically uses online discussions, and typically has some face-to-face meetings. 80+ % Online or eLearning A course where most of all of the content is delivered online. Typically have no face-to-face meetings. 24

25. Four Types of Distance Education. Four Types of Distance Education. 1) Traditional Learning: 0% Online Course with no online technology used. Content is delivered in writing or orally. Course with no online technology used. Content is delivered in writing or orally. 25

26. Four Types of Distance Education (Cont.) 2) Web Facilitated Learning: 1 - 29% Online Course which uses web-based technology to facilitate what is essentially a face-to-face course. Uses a course management system (CMS) or web pages to post the syllabus and assignments. Course which uses web-based technology to facilitate what is essentially a face-to-face course. Uses a course management system (CMS) or web pages to post the syllabus and assignments. 26

27. Four Types of Distance Education (Cont.) 3) Blended/ Hybrid Learning: 30 to 79% Online Course that blends online and face-to-face delivery. Substantial proportion of the content is delivered online. Typically uses online discussions, and typically has some face-to-face meetings. Course that blends online and face-to-face delivery. Substantial proportion of the content is delivered online. Typically uses online discussions, and typically has some face-to-face meetings. 27

28. Four Types of Distance Education (Cont.) 4) Online or eLearning: 80 - 100%Online A course where most of all of the content is delivered online. Typically have no face-to-face meetings in the traditional sense (May use webcam or VDO conference ). A course where most of all of the content is delivered online. Typically have no face-to-face meetings in the traditional sense (May use webcam or VDO conference ). 28

29. 1.2 U.S Universities with eLearning Degrees. 1.2 U.S Universities with eLearning Degrees. The university with the largest number of eLearning students is Phoenix with more than 140,000 students. The university with the largest number of eLearning students is Phoenix with more than 140,000 students. Phoenix made about 150 US$ million net profit per year. Phoenix made about 150 US$ million net profit per year. Baker College has the second largest enrollment of about 101,000 students. Baker College has the second largest enrollment of about 101,000 students. 29

30. Sample U. S. Universities Offering eLearning Courses. University Year Started eLearning Number of eLearning Courses Number of ELearning Students Phoenix198923 programs140,000+ Baker College, Auburn Hills 1994252 programs101,000+ Maryland1993597 programs37,000+ Arizona State1996358 programs16,900+ Capella1996675 programs12,000+ Brigham Young1997178 programs10,000+ Boston198544 programs5,400+ Missouri-Columbia1996265 programs2,700+ Stanford1997228 programs(Not mentioned) 30

31. Searching for “US Universities eLearning Statistics” 31

32. US Universities with eLearning Programs 32

33. 2. Five Generations of Distance Education. First generation: “The Correspondence Model”First generation: “The Correspondence Model” Second generation: “The Multimedia Model”Second generation: “The Multimedia Model” Third generation: “The Telelearning Model”Third generation: “The Telelearning Model” Fourth Generation: “The Web-based Learning Model”Fourth Generation: “The Web-based Learning Model” Fifth Generation: “The Internet Distance Education Model”Fifth Generation: “The Internet Distance Education Model” 33

34. First Generations of Distance Education. First Generation First Generation The Correspondence Model The Correspondence Model  Print  Poster mail 34

35. The First Generations of Distance Education (Cont.) The first generation: Started in the late 1800’s and early 1900’sStarted in the late 1800’s and early 1900’s Was known as “correspondence study” using postal mail.Was known as “correspondence study” using postal mail. The students and instructors communicated through writing and postal mail.The students and instructors communicated through writing and postal mail. 35

36. The First Generations of Distance Education (Cont.) In the early 1900’s Baltimore’s Calvert School was the first elementary school to offer correspondence study.Baltimore’s Calvert School was the first elementary school to offer correspondence study. University of Chicago was the first university to offer correspondence study.University of Chicago was the first university to offer correspondence study. 36

37. The First Generations of Distance Education (Cont.) As a matter of fact, correspondence study can be offered through the Internet by using email instead of the postal mail which is referred to as “snail mail” to indicate its slow speed comparing to the Internet.As a matter of fact, correspondence study can be offered through the Internet by using email instead of the postal mail which is referred to as “snail mail” to indicate its slow speed comparing to the Internet. 37

38. The Second Generations of Distance Education. Second Generation Second Generation The Multimedia Model The Multimedia Model  Print  Audiotape  Videotape  Computer-based learning, e.g. - CML (Computer-Managed Learning) - CAL (Computer-Assisted Learning)  Interactive video (disk and tape) 38

39. The Second Generations of Distance Education (Cont.) The second generation: Is called the “Open Universities” which started in 1970’s.Is called the “Open Universities” which started in 1970’s. The British Open University delivered the course information via radio and television.The British Open University delivered the course information via radio and television. The philosophy of “anyone, anytime, anywhere” was adopted by open universities.The philosophy of “anyone, anytime, anywhere” was adopted by open universities. 39

40. The Second Generations of Distance Education (Cont.) Any person may enroll in courses without regard to prior experience or education.Any person may enroll in courses without regard to prior experience or education. A student can begin and complete a course without time restrictions.A student can begin and complete a course without time restrictions. Coursework and study is done anywhere the student chooses.Coursework and study is done anywhere the student chooses. 40

41. Third Generations of Distance Education. Third Generation Third Generation The Telelearning Model The Telelearning Model  Audioteleconferencing  Videoconferencing  Audiographic Communication  Broadcast TV/Radio and Audioteleconferencing 41

42. Third Generations of Distance Education (Cont.) Started in 1980’s with videotape, broadcast, satellite, and cable.Started in 1980’s with videotape, broadcast, satellite, and cable. Large organizations like the US Department of Defense invested large sum of money to set up satellite network for training purposes.Large organizations like the US Department of Defense invested large sum of money to set up satellite network for training purposes. 42

43. Third Generations of Distance Education (Cont.) In 1981, PBS (Public Broadcasting Service) Adult Learning Service (ALS) joined with 190 public television stations and about 2,000 colleges to offer over 80 telecourses for credit with enrollment of over 470,000 students.In 1981, PBS (Public Broadcasting Service) Adult Learning Service (ALS) joined with 190 public television stations and about 2,000 colleges to offer over 80 telecourses for credit with enrollment of over 470,000 students. In 2005, PBS dropped out of the project.In 2005, PBS dropped out of the project. 43

44. Third Generations of Distance Education (Cont.) In addition to telecourses for college degree, ALS also offers more than 1,000 hours of satellite programming for professional development, adult literacy and other distance learning topics.In addition to telecourses for college degree, ALS also offers more than 1,000 hours of satellite programming for professional development, adult literacy and other distance learning topics. 44

45. Fourth Generations of Distance Education. Fourth Generation Fourth Generation The Web-based Learning Model The Web-based Learning Model Interactive multimedia (IMM) Interactive multimedia (IMM) Internet-based access to WWW resources Internet-based access to WWW resources Computer-mediated communication Computer-mediated communication 45

46. Fourth Generations of Distance Education (Cont.) The fourth generation: is “Web-based” or through the Internet.The fourth generation: is “Web-based” or through the Internet. Providing instructions via the World Wide Web.Providing instructions via the World Wide Web. Business travelers and students in isolated areas can enjoy interactive classrooms no matter where they are and what time it is.Business travelers and students in isolated areas can enjoy interactive classrooms no matter where they are and what time it is. 46

47. Fifth Generations of Distance Education. Fifth Generation Fifth Generation The Internet Distance Education Model The Internet Distance Education Model  Interactive multimedia (IMM)  Internet-based access to WWW resources  All facilities of the Internet 47

48. Fifth Generations of Distance Education (Cont.) The fifth generation or Internet Distance Education. Offers the potential to decrease significantly the cost of online learning. Offers the potential to decrease significantly the cost of online learning. Increase significantly access to education and training opportunities worldwide. Increase significantly access to education and training opportunities worldwide. Delivers a quantum leap in economy of scale and associated cost-effectiveness. Delivers a quantum leap in economy of scale and associated cost-effectiveness. All existing and any new facilities of the Internet could be used. All existing and any new facilities of the Internet could be used. 48

49. 3. Sloan Foundation eLearning Report 2005 The Sloan Consortium is a consortium of institutions and organizations committed to quality online education. November 2005, Sloan Consortium released a report entitled. “Growing by degrees: Online Education in the United States, 2005”. The report was based on survey results from over 1,000 colleges and universities in the US. November 2005, Sloan Consortium released a report entitled. “Growing by degrees: Online Education in the United States, 2005”. The report was based on survey results from over 1,000 colleges and universities in the US. 49

50. Sloan Consortium 50

51. 3.1 Have the Course and Program Offerings in Online Education Entered the Mainstream? The answer is definitely “Yes”: 65% of schools offering classroom-based graduate courses also offer graduate courses in eLearning mode. 65% of schools offering classroom-based graduate courses also offer graduate courses in eLearning mode. 63% of schools offering classroom-based under graduate courses also offer under graduate courses in eLearning mode. 63% of schools offering classroom-based under graduate courses also offer under graduate courses in eLearning mode. 51 Sloan eLearning Report 2005 (Cont.)

52. 3.2 Who is Teaching Online? Staffing of eLearning courses does not come at the expense of classroom-based staff: 65% of higher education institutions use full-time classroom-based instructors to teach in eLearning mode, while only 62% use full-time classroom-based instructors in classroom mode. 65% of higher education institutions use full-time classroom-based instructors to teach in eLearning mode, while only 62% use full-time classroom-based instructors in classroom mode. 52 Sloan eLearning Report 2005 (Cont.)

53. 74% of public colleges use full-time classroom-based instructors to teach in eLearning mode, while only 61% use full-time classroom-based instructors in classroom mode. 74% of public colleges use full-time classroom-based instructors to teach in eLearning mode, while only 61% use full-time classroom-based instructors in classroom mode. 53 Who is Teaching Online (Cont.)

54. 3.3 Is Online Education Becoming Part of Long-Term Strategy for Most Schools? There is a strong trend upwards in considering eLearning as a part of long-term strategy: In 2005, 56% of schools identify eLearning as a critical long-term strategy, compared to 49% in 2003. In 2005, 56% of schools identify eLearning as a critical long-term strategy, compared to 49% in 2003. In 2005, 72% of Associates Degree institutions identify eLearning as a critical long-term strategy, compared to 58% in 2003. In 2005, 72% of Associates Degree institutions identify eLearning as a critical long-term strategy, compared to 58% in 2003. 54 Sloan eLearning Report 2005 (Cont.)

55. 3.4 Have Online Enrollments Continued Their Rapid Growth? Growth has continued at a good rate of 18.2%: Overall eLearning enrollment increased from 1.98 million in 2003 to 2.35 million in 2004. Overall eLearning enrollment increased from 1.98 million in 2003 to 2.35 million in 2004. eLearning enrollment growth rate is over 10 times that projected by the National Center for Education Statistics for the general postsecondary student population. eLearning enrollment growth rate is over 10 times that projected by the National Center for Education Statistics for the general postsecondary student population. 55 Sloan eLearning Report 2005 (Cont.)

56. 3.5 What Else Do Chief Academic Officers and Faculty Believe About Online Education? There are some good news: It is no harder to evaluate eLearning course than classroom-based course. It is no harder to evaluate eLearning course than classroom-based course. It takes more effort to teach online. It takes more effort to teach online. 56 Sloan eLearning Report 2005 (Cont.)

57. What Else (Cont.) 64% believe that it takes more discipline for a student to succeed in eLearning course 64% believe that it takes more discipline for a student to succeed in eLearning course 82% believe that it is no more difficult to evaluate the quality of an eLearning course than a classroom-based course. 82% believe that it is no more difficult to evaluate the quality of an eLearning course than a classroom-based course. 57 Sloan eLearning Report 2005 (Cont.)

58. 4. Sloan Foundation eLearning Report 2006 November 2006, Sloan Consortium released a report entitled. “Making the Grade: Online Education in the United States, 2006”. The report was based on survey results from over 1,000 colleges and universities in the US. November 2006, Sloan Consortium released a report entitled. “Making the Grade: Online Education in the United States, 2006”. The report was based on survey results from over 1,000 colleges and universities in the US. 58

59. Sloan Foundation eLearning Report 2006 (Cont.) Sloan Foundation eLearning Report 2006 (Cont.) 4.1 Has the Growth of Online Enrollments Begun to Plateau? Nearly 3.2 million students were taking at least one online course during the fall 2005 term, a substantial increase over the 2.3 million in the previous year. Nearly 3.2 million students were taking at least one online course during the fall 2005 term, a substantial increase over the 2.3 million in the previous year. The more than 800,000 additional online students is more than twice the number added in any previous year. The more than 800,000 additional online students is more than twice the number added in any previous year. 59

60. Sloan Foundation eLearning Report 2006 (Cont.) 4.2 Who is Learning Online? Online students, like the overall student body, are overwhelmingly undergraduates. Online students, like the overall student body, are overwhelmingly undergraduates. The proportion of graduate-level students is slightly higher in online education The proportion of graduate-level students is slightly higher in online education relative to the overall higher education population. relative to the overall higher education population. Online students, especially undergraduates, are more likely to be studying at Associates institutions than are their face-to-face contemporaries. Online students, especially undergraduates, are more likely to be studying at Associates institutions than are their face-to-face contemporaries. 60

61. Sloan Foundation eLearning Report 2006 (Cont.) 4.3 What Types of Institutions Have Online Offerings? More than 96 percent of the very largest institutions (more than 15,000 total enrollments) have some online offerings, which is more than double the rate observed for the smallest institutions. More than 96 percent of the very largest institutions (more than 15,000 total enrollments) have some online offerings, which is more than double the rate observed for the smallest institutions. 61

62. What Types of Institutions Have Online Offerings? (Cont.) The proportion of institutions with fully online programs rises steadily as institutional size increases, and about two-thirds of the very largest institutions have fully online programs, compared to only about one-sixth of the smallest institutions. The proportion of institutions with fully online programs rises steadily as institutional size increases, and about two-thirds of the very largest institutions have fully online programs, compared to only about one-sixth of the smallest institutions. 62 Sloan Foundation eLearning Report 2006 (Cont.)

63. What Types of Institutions Have Online Offerings? (Cont.) Doctoral/Research institutions have the greatest penetration of offering online programs as well as the highest overall rate (more than 80%) of having some form of online offering (either courses or full programs). Doctoral/Research institutions have the greatest penetration of offering online programs as well as the highest overall rate (more than 80%) of having some form of online offering (either courses or full programs). 63 Sloan Foundation eLearning Report 2006 (Cont.)

64. 4.4 Have Perceptions of Quality Changed for Online Offerings? In 2003, 57 percent of academic leaders rated the learning outcomes in online education as the same or superior to those in face-to-face. That number is now 62 percent, a small but noteworthy increase. In 2003, 57 percent of academic leaders rated the learning outcomes in online education as the same or superior to those in face-to-face. That number is now 62 percent, a small but noteworthy increase. 64

65. Have Perceptions of Quality Changed for Online Offerings? (Cont.) The proportion who believe that online learning outcomes are superior to those for face-to-face is still relatively small but has grown by 40 percent since 2003 from 12.1 percent in 2003 to 16.9 percent. The proportion who believe that online learning outcomes are superior to those for face-to-face is still relatively small but has grown by 40 percent since 2003 from 12.1 percent in 2003 to 16.9 percent. 65 Sloan Foundation eLearning Report 2006 (Cont.)

66. 4.5 What are the Barriers to Widespread Adoption of Online Education? Only 4.6 percent of Chief Academic Officers agreed that there are no significant barriers to widespread adoption of online learning. Only 4.6 percent of Chief Academic Officers agreed that there are no significant barriers to widespread adoption of online learning. Nearly two-thirds of the academic leaders cite the need for more discipline on the part of online students as a critical barrier. Nearly two-thirds of the academic leaders cite the need for more discipline on the part of online students as a critical barrier. 66

67. Barriers to Widespread Adoption of Online Education? (Cont.) Faculty issues, both acceptance of online and the need for greater time and effort to teach online, are also important barriers. Faculty issues, both acceptance of online and the need for greater time and effort to teach online, are also important barriers. Neither a perceived lack of demand on the part of potential students nor the acceptance of an online degree by potential employers was seen as a critical barrier. Neither a perceived lack of demand on the part of potential students nor the acceptance of an online degree by potential employers was seen as a critical barrier. 67 Sloan Foundation eLearning Report 2006 (Cont.)

68. 5.1 Thai Laws to Legalize e-Learning. 5.2 The US Federal Internet Equity and Education Act of 2001. 5.3 US State-Level Law to Require eLearning. 68 5. Sample eLearning Laws. 5. Sample eLearning Laws.

69. On April 25, 2002, Prof. Charmonman proposed and got approval from the Board of Trustees of Assumption University (AU) to establish the first eLearning College in Thailand: - The College of Internet Distance Education announced that the College would eventually serve 100,000 students per year. On April 25, 2002, Prof. Charmonman proposed and got approval from the Board of Trustees of Assumption University (AU) to establish the first eLearning College in Thailand: - The College of Internet Distance Education announced that the College would eventually serve 100,000 students per year. 5.1 Thai Law to Legalize eLearning 69

70. If the College of Internet Distance Education has 100,000 students, at 100,000 baht each, the revenue per year is 10 billion baht. If the College of Internet Distance Education has 100,000 students, at 100,000 baht each, the revenue per year is 10 billion baht. If the expenses are 6 billion baht, the net profit is 4 billion baht per year. If the expenses are 6 billion baht, the net profit is 4 billion baht per year. Thai Law to Legalize eLearning (Cont.) 70

71. In the year 2002, he also met former Prime Minister Thaksin Shinawatra and proposed to him that Thailand legalize eLearning. - The former Prime Minister agreed and advised him to start the process. - So, he sent a letter to the Minister of University Affairs asking permission for Assumption University to offer its degree programs in the eLearning mode. In the year 2002, he also met former Prime Minister Thaksin Shinawatra and proposed to him that Thailand legalize eLearning. - The former Prime Minister agreed and advised him to start the process. - So, he sent a letter to the Minister of University Affairs asking permission for Assumption University to offer its degree programs in the eLearning mode. Thai Law to Legalize eLearning (Cont.) 71

72. - Prof. Charmonman also authored the first draft of the first eLearning decree in Thailand. - The government established a committee to consider the law and he was invited to be a member. - Prof. Charmonman also authored the first draft of the first eLearning decree in Thailand. - The government established a committee to consider the law and he was invited to be a member. Thai Law to Legalize eLearning (Cont.) 72

73. AU team met the Minister of University Affairs and tried to convince him to support eLearning. Rev.Bro.Dr. Prathip Martin Komolmas, the President Emeritus. Rev.Bro.Dr. Prathip Martin Komolmas, the President Emeritus. Rev.Bro.Dr. Bancha Saenghirun, the President. Rev.Bro.Dr. Bancha Saenghirun, the President. Prof. Charmonman, the College CEO. Prof. Charmonman, the College CEO. Thai Law to Legalize eLearning (Cont.) 73

74. In his capacity as the Founder and Chairman of ABAC Poll, Prof. Charmonman ordered an eLearning survey in 2003 which founded 77% of the sample were interested in continuing their education through eLearning. In his capacity as the Founder and Chairman of ABAC Poll, Prof. Charmonman ordered an eLearning survey in 2003 which founded 77% of the sample were interested in continuing their education through eLearning. Thai Law to Legalize eLearning (Cont.) 74

75. On November 26, 2003, the Ministry of University Affairs organized an open hearing on the eLearning law. On November 26, 2003, the Ministry of University Affairs organized an open hearing on the eLearning law. Thai Law to Legalize eLearning (Cont.) 75

76. In his capacity as the President of the Computer Association of Thailand under the Royal Patronage of HM the King, In his capacity as the President of the Computer Association of Thailand under the Royal Patronage of HM the King, - Prof. Charmonman presented the draft law in the morning and chaired the open hearing in the afternoon. - Prof. Charmonman presented the draft law in the morning and chaired the open hearing in the afternoon. - The results were used in modifying the law. - The results were used in modifying the law. Thai Law to Legalize eLearning (Cont.) 76

77. In August, 2004, Prof. Charmonman was elected Chairman of e-ASEAN Business Council. - At that time, the Thai Government has not passed the eLearning decree. - So, he tried to get help from ASEAN. - He proposed to the ASEAN Ministers that eLearning be promoted by all ASEAN member countries and the Ministers agreed. In August, 2004, Prof. Charmonman was elected Chairman of e-ASEAN Business Council. - At that time, the Thai Government has not passed the eLearning decree. - So, he tried to get help from ASEAN. - He proposed to the ASEAN Ministers that eLearning be promoted by all ASEAN member countries and the Ministers agreed. Thai Law to Legalize eLearning (Cont.) 77

78. Prof. Charmonman sent many letters to the authorities. - Dated 23 September 2002, he sent a letter to the Minister requesting permission for AU to offer eLearning. - Dated 15 September 2003, he sent a letter to the Prime Minister to speed up the eLearning decree. Prof. Charmonman sent many letters to the authorities. - Dated 23 September 2002, he sent a letter to the Minister requesting permission for AU to offer eLearning. - Dated 15 September 2003, he sent a letter to the Prime Minister to speed up the eLearning decree. Thai Law to Legalize eLearning (Cont.) 78

79. - Dated 14 March 2005, he sent another letter to the Prime Minister that Cambodia was ahead of Thailand on eLearning and Thailand should pass the eLearning decree as soon as possible to be ahead of Cambodia. - Dated 14 March 2005, he sent another letter to the Prime Minister that Cambodia was ahead of Thailand on eLearning and Thailand should pass the eLearning decree as soon as possible to be ahead of Cambodia. Thai Law to Legalize eLearning (Cont.) 79

80.  After 3 years, 5 ministers, and many revisions of the eLearning law In October 2005. the decree to legalize eLearning in Thailand was published in the Royal Gazette. In October 2005. the decree to legalize eLearning in Thailand was published in the Royal Gazette. Thai Law to Legalize eLearning (Cont.) 80

81. In January 2006, AU became the first university in Thailand to offer a complete eLearning degree program, Master of Science in Management, with Prof. Charmonman as the Program Director. In January 2006, AU became the first university in Thailand to offer a complete eLearning degree program, Master of Science in Management, with Prof. Charmonman as the Program Director. In 2006, AU offered three MS degree programs and Ph.D. in eLearning Methodology which is the first such Ph.D. in the world. In 2006, AU offered three MS degree programs and Ph.D. in eLearning Methodology which is the first such Ph.D. in the world. Thai Law to Legalize eLearning (Cont.) 81

82. Prior to the year 2001, eLearning was not completely accepted by US laws. For example: - To be eligible for federal financial aid, students had to satisfy the “50% Rule” and the“12-Hour Rule”. * The “50% Rule” required students to take at least 50% of learning in the classrooms. Prior to the year 2001, eLearning was not completely accepted by US laws. For example: - To be eligible for federal financial aid, students had to satisfy the “50% Rule” and the“12-Hour Rule”. * The “50% Rule” required students to take at least 50% of learning in the classrooms. 5.2 The US Federal Internet Equity and Education Act of 2001. 82

83. * The “12 Hour Rule” required higher-education programs that did not operate in a standard semester, trimester, or quarter system to offer a minimum of 12 hours of course work a week. * The “12 Hour Rule” required higher-education programs that did not operate in a standard semester, trimester, or quarter system to offer a minimum of 12 hours of course work a week. The US Federal Internet Equity and Education Act of 2001 (Cont.) 83

84. The “12 Hour Rule” were killed by the Internet Equity and Education Act of 2001. The “12 Hour Rule” were killed by the Internet Equity and Education Act of 2001. The US Federal Internet Equity and Education Act of 2001 (Cont.) 84

85. Providers of eLearning services had been calling for abolishing the regulations for several years and finally considered the Internet Equity and Education Act of 2001 the US law as making eLearning as legal as the classroom-based learning. Providers of eLearning services had been calling for abolishing the regulations for several years and finally considered the Internet Equity and Education Act of 2001 the US law as making eLearning as legal as the classroom-based learning. The US Federal Internet Equity and Education Act of 2001 (Cont.) 85

86. The State of Michigan of the US is the first to pass a law requiring every high school graduate to take at least one eLearning course. The State of Michigan of the US is the first to pass a law requiring every high school graduate to take at least one eLearning course. 5.3 US State-Level Law to Require eLearning. 86

87. On December 13, 2005, the Michigan State Board of Education adopted a plan requiring that all Michigan students cannot graduate with a Grade 12 certificate without completing 18 credits in - English. - Mathematics. - Science. On December 13, 2005, the Michigan State Board of Education adopted a plan requiring that all Michigan students cannot graduate with a Grade 12 certificate without completing 18 credits in - English. - Mathematics. - Science. US State-Level Law to Require eLearning (Cont.) US State-Level Law to Require eLearning (Cont.) 87

88. - Social Studies. - Visual and Performing Arts. - Health and Physical Education. - World Languages. - Social Studies. - Visual and Performing Arts. - Health and Physical Education. - World Languages. US State-Level Law to Require eLearning (Cont.) US State-Level Law to Require eLearning (Cont.) 88

89. Effective April 2006, all Michigan students must take at least one eLearning course to complete all the requirements for Grade12. Effective April 2006, all Michigan students must take at least one eLearning course to complete all the requirements for Grade12. Michigan Virtual University (MVU) joined with Blackboard Inc. to deliver eLearning to 450,000 Michigan high school students during the next 3 years thru Michigan Virtual High School (MVHS). Michigan Virtual University (MVU) joined with Blackboard Inc. to deliver eLearning to 450,000 Michigan high school students during the next 3 years thru Michigan Virtual High School (MVHS). US State-Level Law to Require eLearning (Cont.) US State-Level Law to Require eLearning (Cont.) 89

90. With Michigan passing the law requiring every high school student to take at least one eLearning course, other States will probably consider similar laws. With Michigan passing the law requiring every high school student to take at least one eLearning course, other States will probably consider similar laws. If the US Federal Government passes a law to require eLearning, other countries may also have serious consideration to compete. If the US Federal Government passes a law to require eLearning, other countries may also have serious consideration to compete. US State-Level Law to Require eLearning (Cont.) US State-Level Law to Require eLearning (Cont.) 90

91. 6. Case Study at Assumption University Assumption University is - The first university in Thailand to establish a college-level organization specifically to offer eLearning. - The first university in Thailand to offercomplete eLearning degree programs. - The first university in the world to offer a Ph.D. program in eLearning Methodology. The College is housed in a 15 US$ million building named. “Srisakdi Charmonman IT Center” 91

92. Srisakdi Charmonman IT Center 92

93. Searching for “Ph.D. eLearning Methodology” from Google resulted in the first five entries about Assumption University 93

94. The author proposal to establish the College of Internet Distance Education was approved by the Board of Trustees of Assumption University April 25, 2002, with the author as the Chairman of the Board and CEO of the College. April 25, 2002, with the author as the Chairman of the Board and CEO of the College. The author also wrote the first draft of the decree to legalize eLearning in Thailand which was later published in the Royal Gazette in October 2005. The author also wrote the first draft of the decree to legalize eLearning in Thailand which was later published in the Royal Gazette in October 2005. Case Study at Assumption University (Cont.) 94

95. October 2006, the College of Internet Distance Education of Assumption University offer four complete eLearning degree programs. - Master of Science in Management. - Master of Science in Information and Communication Technology. - Master of Science in eLearning Methodology. - Ph.D. in eLearning Methodology. October 2006, the College of Internet Distance Education of Assumption University offer four complete eLearning degree programs. - Master of Science in Management. - Master of Science in Information and Communication Technology. - Master of Science in eLearning Methodology. - Ph.D. in eLearning Methodology. Case Study at Assumption University (Cont.) 95

96. The Master of Science in Management includes a major in Human Resource Management. The courses available are: The Master of Science in Management includes a major in Human Resource Management. The courses available are: - MS6501 Organization Management. - MS6501 Organization Management. - MS6502 Marketing Management. - MS6502 Marketing Management. - MS6503 Financial Management. - MS6503 Financial Management. - MS6504 Operations Research. - MS6504 Operations Research. - MS6505 Research Methods. - MS6505 Research Methods. - MS6506 Strategic Management. - MS6506 Strategic Management. - MS6521 Human Resource Management. - MS6521 Human Resource Management. Case Study at Assumption University (Cont.) 96

97. - MS6522 Leadership and Interpersonal Dynamics. - MS6522 Leadership and Interpersonal Dynamics. - MS6523 Organization Design and Behavior. - MS6523 Organization Design and Behavior. - MS6524 Motivation and Productivity. - MS6524 Motivation and Productivity. - MS6525 Employee Development and Training. - MS6525 Employee Development and Training. - MS6526 Negotiation. - MS6526 Negotiation. - MS6527 Advanced Topics in Human Resource Management. - MS6527 Advanced Topics in Human Resource Management. - MS6528 Seminar in HRM Management. - MS6528 Seminar in HRM Management. 97 Case Study at Assumption University (Cont.)

98. 7.1 Human Resource Policies. 7.2 Facilities and Network Policies. 7.3 Financial and Other Policies. 98 7. Sample eLearning Policies.

99. 7.1 Human Resource Policy In the college-level unit responsible for eLearning, there must be human resource policy. For example, the policy may state that the following positions must be available: 1) Chief Executive Officer: A full time CEO should be appointed from those holding doctorate degrees or equivalent or at least associate professorship. 99

100. Human Resource Policy (Cont.) 2) Executive Officers: The CEO could be assisted by a Chief Technology Officer (CTO), Chief Academic Officer (CAO), Chief Operating Officer (COO), Chief Information Officer (CIO), and etc. Each school should have a Dean, and each program a Program Director. 100

101. Human Resource Policy (Cont.) 3) Administrative Officers: such as Director of Network Operation Center Director of Network Operation Center Director of Radio and TV Courseware Production Center Director of Radio and TV Courseware Production Center Director of Web-based Courseware Production Center Director of Web-based Courseware Production Center etc. etc. 101

102. Human Resource Policy (Cont.) 4) Educational and Communication Technology Specialist: should be appointed as full time staff from those holding at least a master’s degree in Educational technology.Educational technology. Instructional technology.Instructional technology. Audio-visual education to assist in systems instructional design, supervise and control media production.Audio-visual education to assist in systems instructional design, supervise and control media production. Utilization and evaluation.Utilization and evaluation. 102

103. Human Resource Policy (Cont.) 5)Testing and Evaluation Specialists: should be appointed as full time academic staff from those Holding at least a master’s degree in educational measurement and evaluation Holding at least a master’s degree in educational measurement and evaluation Developing and analyzing on-line and off-line test instruments based on objectives and learning experiences. Developing and analyzing on-line and off-line test instruments based on objectives and learning experiences. 103

104. Human Resource Policy (Cont.) 6) Faculty Members: - Content Expert - Facilitating Instructor - Thesis Advisor 104

105. Human Resource Policy (Cont.) Content Expert: A specialist in a subject must be appointed to be in charge of the course in his area of specialization. Create the course syllabus with course description, course objectives, list of textbooks and journal articles, additional reading materials, course assessment, and etc. Create the course syllabus with course description, course objectives, list of textbooks and journal articles, additional reading materials, course assessment, and etc. 105

106. Human Resource Policy (Cont.) Content Expert (Cont.) Establish the contents of the course and the PowerPoint presentation. Establish the contents of the course and the PowerPoint presentation. Deliver the lectures in the studio to be videotaped and taped in voice. Deliver the lectures in the studio to be videotaped and taped in voice. Create the handout for students to download. Create the handout for students to download. 106

107. Human Resource Policy (Cont.) Content Expert (Cont.) Set up online activities. Set up online activities. Define all activities such as exercises, assignments, reports, quizzes and examinations. Define all activities such as exercises, assignments, reports, quizzes and examinations. Set up assessment guidelines for the facilitating instructor to follow. Set up assessment guidelines for the facilitating instructor to follow. 107

108. Human Resource Policy (Cont.) Content Expert (Cont.) Develop many sets of examinations. Develop many sets of examinations. Provide a list of glossary. The College paid the content expert 180,000 baht per course, totaling over 4 million baht for 23 courses in the MSc in Management program. Provide a list of glossary. The College paid the content expert 180,000 baht per course, totaling over 4 million baht for 23 courses in the MSc in Management program. 108

109. Human Resource Policy (Cont.) Facilitating Instructor: Facilitating Instructor: Must hold at least a master’s degree in the area of his/her specialization with university teaching experience or equivalent. Must hold at least a master’s degree in the area of his/her specialization with university teaching experience or equivalent. 109

110. Human Resource Policy (Cont.) Facilitating Instructor (Cont.) May be responsible for not more than 40 students in a course and perform the following duties:May be responsible for not more than 40 students in a course and perform the following duties: 1)Acknowledge the receipt of email from the student within 24 hours. 2)Give responses to questions from the students within 72 hours. 110

111. Human Resource Policy (Cont.) Facilitating Instructor (Cont.) 3)Monitor student activities in the chat room and the collaborative group. 4)Check and review the student homework or assignment within seven days after the date of receipt. 111

112. Human Resource Policy (Cont.) Facilitating Instructor (Cont.) 5)Grade the examination and post the result on the web within seven days after the date of examination. 6)Submit weekly progress report of teaching to the Program Director. 112

113. Thesis Advisor: may be appointed and as required by the rules and regulations may be appointed and as required by the rules and regulations may supervise not exceeding a number of graduate students both at the Master’s and Doctoral degree levels. may supervise not exceeding a number of graduate students both at the Master’s and Doctoral degree levels. Human Resource Policy (Cont.) 113

114. Human Resource Policy (Cont.) 7) Internet Personnel: Full-time Internet personnel are needed to perform the tasks of controlling and overseeing the use of Internet-based learning. - Director: Should be appointed from those holding at least a Master’s degree in the field of information technology or educational and communication technology - Director: Should be appointed from those holding at least a Master’s degree in the field of information technology or educational and communication technology 114

115. Human Resource Policy (Cont.) Internet Personnel (Cont.) - Internet Experts: Should be appointed from those holding at least a Bachelor’s degree in informational technology or educational and communication technology. - Internet Specialists: Are Comprising Systems operators, System administrator, Webmaster, Web developer, Help desk assistants, Engineers, and Technicians. 115

116. Human Resource Policy (Cont.) Internet Personnel (Cont.) - Supporting Staff: Other positions maybe required to support the Internet services. 116

117. 7.2 Facilities and Network Policy Physical Facilities PolicyPhysical Facilities Policy Network PolicyNetwork Policy Hardware PolicyHardware Policy Software PolicySoftware Policy 117

118. Facilities and Network Policy (Cont.) Physical Facilities Policy:Physical Facilities Policy: Required for the personnel and the network operation center. For example, the College of Internet Distance Education of Assumption University. Required for the personnel and the network operation center. For example, the College of Internet Distance Education of Assumption University. 118

119. Facilities and Network Policy (Cont.) - Housed in Srisakdi Charmonman IT Center with 12 floors, 12,000 square meters, and worth about 15 US$ million. - All personnel of the College have their office in the building. - The network operation center and the computer rooms are also in the building. 119

120. Facilities and Network Policy (Cont.) Network Policy: Network Must be highly reliable. There must be at least two sets of servers to back up each other. In the case of the College of Internet Distance Education of Assumption University, four sets of servers were installed.Network Policy: Network Must be highly reliable. There must be at least two sets of servers to back up each other. In the case of the College of Internet Distance Education of Assumption University, four sets of servers were installed. 120

121. Facilities and Network Policy (Cont.) - Two at Srisakdi Charmonman IT Center in Bangna Campus. - The other two at Huamark Campus or at the ISP. 121

122. Facilities and Network Policy (Cont.) Hardware Policy: The quality of hardware for the servers and the terminals should be very high. For example, at Srisakdi Charmonman IT Center with over 1,000 computers, spare parts and technicians are available right at the building 24 hours a day and seven days a week.Hardware Policy: The quality of hardware for the servers and the terminals should be very high. For example, at Srisakdi Charmonman IT Center with over 1,000 computers, spare parts and technicians are available right at the building 24 hours a day and seven days a week. 122

123. Facilities and Network Policy (Cont.) Software Policy: - Learning Management System (LMS) - E-Learning Activities Software Policy: - Learning Management System (LMS) - E-Learning Activities 123

124. Facilities and Network Policy (Cont.) Learning Management System (LMS) consist of at least 12 parts: (1) Homepage with navigation menu (2) Learning centers (3) Self Access Learning Resource (4) External resource centers (5) Laboratories (1) Homepage with navigation menu (2) Learning centers (3) Self Access Learning Resource (4) External resource centers (5) Laboratories 124

125. Learning Management System (Cont.) (6) AV Media Center (7) Assessment Center (8) Web board (9) Chat room (6) AV Media Center (7) Assessment Center (8) Web board (9) Chat room (10) E-mail (11) Frequently Asked Questions-FAQ (12) Personal Information/Profiles Facilities and Network Policy (Cont.) 125

126. Facilities and Network Policy (Cont.) E-Learning Activities: (1) Orientation for each course. (2) Studying from the IDE packages or courseware. (3) Studying supplementary packages in prints, AV media and external sources via Internet links. (4) perform the assignment, activities and projects and submit them via the Internet for tutor-marking. 126

127. E-Learning Activities (Cont.) (5) Sit in the examinations at the designated examination centers. (6) Get access to the knowledge bases(KB) or knowledge centers (KC), students and instructors profile centers, and databases. (7) Seek advice or consultation via the Internet with classmates and facilitating instructors. Facilities and Network Policy (Cont.) 127

128. To ensure the minimum required participation or attendanceTo ensure the minimum required participation or attendance - The software must keep records of the log-in with date. - The software must keep records of the log-in with date. - Time and time-intervals for each student’s participation during each learning sessions. - Time and time-intervals for each student’s participation during each learning sessions. Facilities and Network Policy (Cont.) 128

129. This information should have sufficient details and made available to the facilitating instructor.This information should have sufficient details and made available to the facilitating instructor. This will help determine the studentThis will help determine the student - Learning progress. - Learning progress. - Learning styles. - Learning styles. - Commitment to his/her study. - Commitment to his/her study. Facilities and Network Policy (Cont.) 129

130. 7.3 Financial and Other Policies. The financial policy is required for the eLearning providers: The amount of initial investment and how to raise it. The amount of initial investment and how to raise it. The annual budget and the desired period to breakeven point. The annual budget and the desired period to breakeven point. Profit margin should also be stated. Profit margin should also be stated. 130

131. Financial and Other Policies (Cont.) In case of Assumption University. It is a not-for-profit organization but it has been profitable. However, all the profits have been utilized in improvement of the University. The Master’s Degree Programs seem to be the most profitable. The Master’s Degree Programs seem to be the most profitable. 131

132. Financial and Other Policies (Cont.) In case of Assumption University (Cont.) The Bachelor’s Degree Programs seem to be less profitable than the Master’s Degree Programs. The Bachelor’s Degree Programs seem to be less profitable than the Master’s Degree Programs. The Doctoral Degree Programs may not be profitable but have to be offered to keep the university in high standing. The Doctoral Degree Programs may not be profitable but have to be offered to keep the university in high standing. 132

133. Other Policies. 1) Student Policy: All kinds of student supports should be provided. For example, a Call Center must be available for students to contact by telephone in case the students have difficulty in using the Internet. 2) Textbook and eBook Policy: In courses where the contents do not change at all like Calculus, a new courseware could be developed and used for years without any modification. 133

134. Other Policies (Cont.) 3) Program Length and Tuition Fees Policy: In the classroom-based program, a Bachelor’s Degree program can usually be completed in not less than three years. In the classroom-based program, a Bachelor’s Degree program can usually be completed in not less than three years. In the eLearning mode, it can be completed in 18 months. In the eLearning mode, it can be completed in 18 months. 134

135. Program Length and Tuition Fees Policy (Cont.) Program Length and Tuition Fees Policy (Cont.) A Bachelor’s Degree may require 120 semester credits. A Bachelor’s Degree may require 120 semester credits. - each credit 13 hours of lecture - each credit 13 hours of lecture or 39 hours of work or 39 hours of work The total hours of work required is 120 x 39 = 3,480. The total hours of work required is 120 x 39 = 3,480. Other Policies (Cont.) 135

136. Program Length and Tuition Fees Policy (Cont.) Program Length and Tuition Fees Policy (Cont.) If students do not work and is fully committed to studying, they can make 8 hours per day available. If students do not work and is fully committed to studying, they can make 8 hours per day available. They would need 3,480 / 8 = 435 days They would need 3,480 / 8 = 435 days or 435 / 30 = 14.5 months. or 435 / 30 = 14.5 months. There maybe 12 terms or 4 quarters per year. There maybe 12 terms or 4 quarters per year. The student may choose to complete the term in 4 months, 3 months, 2 months, or 1 month. The student may choose to complete the term in 4 months, 3 months, 2 months, or 1 month. Other Policies (Cont.) 136

137. Program Length and Tuition Fees Policy (Cont.) Program Length and Tuition Fees Policy (Cont.) Assumption University the rate of tuition fees for eLearning mode is made a little less than for the classroom mode. Assumption University the rate of tuition fees for eLearning mode is made a little less than for the classroom mode. For a subject which does not change, e.g. Calculus, and Statistics, once the initial investment has reached the breakeven point, the rate of tuition fees can be made very low. For a subject which does not change, e.g. Calculus, and Statistics, once the initial investment has reached the breakeven point, the rate of tuition fees can be made very low. Other Policies (Cont.) 137

138. Other Policies (Cont.) 4) Evaluation Policy: The evaluation of process: The pretest, activities, assignments and practical work performed while taking the course. The assignments and practicum may be marked and the scores may be used as parts of the final evaluation.The evaluation of process: The pretest, activities, assignments and practical work performed while taking the course. The assignments and practicum may be marked and the scores may be used as parts of the final evaluation. 138

139. Other Policies (Cont.) The evaluation of product: This must comprise the final examinations and final projects. The eLearning provider must develop the guideline or the operation plan for both the mid-term and final examinations to be administered in an examination center where the inspection of student identification is possible. The evaluation of product: This must comprise the final examinations and final projects. The eLearning provider must develop the guideline or the operation plan for both the mid-term and final examinations to be administered in an examination center where the inspection of student identification is possible. 139

140. Other Policies (Cont.) 5) Library Policy: The eLearning provider must have a present and future development plan for libraries for students, both conventional and e-libraries.The eLearning provider must have a present and future development plan for libraries for students, both conventional and e-libraries. Existing libraries may be utilized but they should be converted to e-libraries.Existing libraries may be utilized but they should be converted to e-libraries. 140

141. Other Policies (Cont.) Library Policy (Cont.) Each library must make available at least five types of documentation and information: (1) e-books/texts; (2) e-journals, (3) databases, (4) abstracts on-line, (5) knowledge-base/databases.Each library must make available at least five types of documentation and information: (1) e-books/texts; (2) e-journals, (3) databases, (4) abstracts on-line, (5) knowledge-base/databases. 141

142. 8. Concluding Remarks.  From Sloan Consortium Report in 2006, 96% of US large university (over 15,000 students) offer eLearning.  There is no field of study where eLearning is not used. 142

143. Concluding Remarks (Cont.)  More and more universities and colleges are offering eLearning degree programs.  Hanoi Open University should join the bandwagon for the benefits of all concerned. 143

144. Thank you