Assumption University of Thailand

Assumption University of Thailand
Overview of eLearning 2011 Prof. Dr. Srisakdi Charmonman Chairman of the Board and CEO College of Internet Distance Education Assumption University of Thailand Keynote address at “Production of eLearning Courseware”, for Cambodia, Laos, Myanmar, Vietnam, and Thailand. Supported by UNESCO and Information for All Program (IFAP) at Srisakdi Charmonman IT Center, Assumption University of Thailand, March 14, 2011

Overview of eLearning 2011 Introduction eLearning Laws and Regulations
Sample Trends of eLearning Success Factors for eLearning Case Studies Concluding Remarks 2

1. Introduction 1.1 Definition of eLearning.
1.2 A Brief History and Development of the Internet. 1.3 eLearning Prediction and Statistics 1.4 Sloan Foundation Report 2010. 3

1.1 Definition of eLearning
There are many definitions of eLearning. Searching Google for “define: elearning”, 15 sources were founded. 4

Searching Google for “define: elearning”, 15 sources were founded.

Definition of eLearning (Cont.)
From <en.wikipedia.org/wiki/Elearning>, “E-learning comprises all forms of electronically supported learning and teaching. The information and communication systems, whether networked or not, serve as specific media to implement the learning process.” 6

From <en.wiktionary.org/wiki/e-learning>, “e-learning - learning conducted via electronic media, especially via the Internet”. From < “eLearning: Internet-enabled learning that encompasses training, education, just-in-time information, and communication”. 7

Another important definition of eLearning was given in the report by Sloan Consortium “Growing by Degrees: Online Education the United States, 2005”. 8

Proportion of Content Delivered Online
Four Types of eLearning by Sloan Consortium 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. 9

Proportion of Content Delivered Online
Four Types of eLearning by Sloan Consortium Proportion of Content Delivered Online Type of Courses Typical Description 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. 10

1.2 A Brief History and Development of the Internet
From < July 1961, L. Kleinrock of MIT published the first paper on packet switching. August 1962, J.C.R. Licklider of MIT published memos on the concept of network of computers. 1964, the first book on packet switching by L. Kleinrock was published. 11

History and Development of the Internet (Cont.)
1965, L.G. Roberts and T. Merrill connected TX-2 computer in Massachusetts with Q-32 computers in California with a low speed dial-up telephone. 1966, L.G. Roberts went to DARPA (Defense Advance Research Projects Agency) to develop the computer network concept and the plan for ARPANET, published in 1967. 12

August 1968, an RFQ (Request for Quotation) was released by DARPA for development of the packet switches called IMP (Interface Message Processor). September 1969, the first IMP installed at UCLA and the first host computer connected. 13

December 1969, four host computers connected together into the initial ARPANET. 1969, S. Crocker of UCLA established RFC (Request for Comments) to share ideas among researchers. Jon Postel serverd as RFC Editor until his death on October 16, 1998. 14

1970 on, computers were added quickly for APPANET December 1970, NWG (Network Working Group) under S. Crocker finished the initial ARPANET Host-to-Host protocol called Network Control Protocol (NCP) October 1972, Bob Kahn organized very successful demonstration of ARPANET. 15

1972, Ray Tomlinson wrote the basic message send and read software. Robert wrote the first utility program to list, selectively read, file, forward, and respond to message. 16

Spring of 1973, Bob Kahn asked Vint Cerf of Stanford to work with him on the detailed design of internet protocol, TCP/IP (Transmission Control Protocol/Internet Protocol). 17

1980, TCP/IP was adapted as a defense standard in the US. January 1, 1983, TCP/IP was adapter as the ARPANET host protocol (replacing NCP). 1985, Internet was well established as a technology supporting a broad community of researchers and developers. 18

1991, Kahn and Cerf established the Internet Society (ISOC). Assumption University became a Founding Member of ISOC and Charmonman a Number of the Advisory Council and President of Thailand Chapter of ISOC. 19

24 October 1995, the Federal Networking Council (FNC) passed a resolution the “Internet” refers to the global information system (1) is logically linked together by a globally unique address space based on the Internet Protocol (IP) or its subsequent extensions/follow-ons. 20

(2) is able to support communications using the Transmission Control Protocol/ Internet Protocol (TCP/IP) suite or its subsequent extensions/follow-ons, and/or other IP compatible protocols. 21

(3) provides, uses or makes accessible, either publicly or privately, high level services layered on the communications and related infrastructure described herein. 22

1998, the Internet Corporation for Assigned Names and Numbers (ICANN) was established. 23

Number of Internet User, 2010
Region/country Internet Users % Population % Growth World Total 1,141,420,420 28.7 % 444.8 %% Asia 825,094,396 21.5 % 621.8 % Rest of World 37.9 % 362.7 % Cambodia 78,000 0.5 % 1,200 % Laos 527,400 7.5 % 8,690.0 % Myanmar 110,000 0.2 % 10,900.0 % Thailand 17,486,400 26.3 % 660.3 % Vietnam 24,269,083 27.1 % 12,034.5 % 24

1.2 A Brief History and Development of the Internet
For Thailand, in July 1960, His Majesty the King of Thailand provided the first and most important inspiration for modern computerization of Thailand by visiting the IBM computer plant in San Jose, California, USA. 25

In 1961, the SEATO Graduate School of Engineering which was a part of Chulalongkorn University, confirmed the realization of the importance of computer technology by presenting a scholarship for a Ph.D. level study in computations in the United States, to the M.S. graduate of the first graduating class with the highest grade. 26

The scholarship was given to Srisakdi Charmonman who went to Georgia Institute of Technology in the United States in 1962. In June 1964, after only two and a half years, he earned his Ph.D. in Computations with the written purpose of preparing the graduate to play a key role in computerization of Thailand. 27

HM The King Visited IBM Computer Plant in 1960.
28

In addition to providing Internet service to HRH Princess Maha Chakri Sirindhorn, ABAC has also been providing Internet service to HM the King at Ladgrabung. 29

HRH the Crown Prince listened to Prof. Srisakdi Charmonman
reporting to him the citation for his Ph.D. (IT). 30

HRH the Crown Prince gave his royal permission for ABAC
to present Ph.D. (IT) to him. 31

HRH Princess Maha Chakri Sirindhorn Presided over the Opening Ceremony of the Seminar on Computer in Ratanakosin. 32

HRH Princess Maha Chakri Sirindhorn at Computer Thai Exhibition in 1990.
33

HRH Princess Maha Chakri Sirindhorn gave her royal permission for ABAC by Rev.Bro.Dr.Prathip Martin Komolmas and Prof.Dr.Srisakdi Charmonman to present Internet equipment to her. 34

HRH Princess Maha Chakri Sirindhorn graciously presided over the opening of the first international Internet gateway for the private sector in Thailand at ABAC. 35

HRH Princess Maha Chakri Sirindhorn gave her royal permission for ABAC by Rev.Bro.Dr.Prathip Martin Komolmas and Prof.Dr.Srisakdi Charmonman to present a digital library to her. 36

HRH Princess Maha Chakri Sirindhorn gave her royal permission for ABAC by Rev.Bro.Dr.Prathip Martin Komolmas and Prof.Dr.Srisakdi Charmonman to present a short course on Internet to her. 37

HRH Princess Maha Chakri Sirindhorn gave her royal permission for ABAC by Rev.Bro.Dr.Prathip Martin Komolmas and Prof.Dr.Srisakdi Charmonman to present an Internet demonstration to her. 38

IT leaders met at Teach-the-Teacher Conference supported by the US National Science Foundation with Prof.Dr.Srisakdi Charmonman as the Conference Director. 39

Prof.Dr.Srisakdi from Assumption University with Vint Cerf, the Founding President of the Internet Society. 40

A Meeting of the Advisory Council of the Internet Society
A Meeting of the Advisory Council of the Internet Society. On the left of Prof.Dr.Srisakdi is Tony Rutkosky, Executive Director of ISOC. 41

Prof. Dr. Srisakdi with Dr
Prof.Dr.Srisakdi with Dr.Jon Postel, the person in charge of Internet Root Server from the time the Internet was born in the US. 42

The International Internet Society approved the establishment of Thailand Chapter of the Internet Society as one of the first 25 chapters worldwide and as the first chapter in Southeast Asia. 43

Prof. Srisakdi as the President of AIT Alumni Association.
44

Prof.Dr.Srisakdi with Jimmy Wales.
46

1.3 eLearning Prediction and Statistics 2010-2011
1) 10 Predictions of eLearning 2011. 2) US eLearning Statistics. 3) Training Industry Statistics. 47

1) 10 Predictions of eLearning 2011.
From < on July 2010, 10 predictions of eLearning were given. 48

10 Predictions of eLearning 2011 (Cont.)
Prediction 1. Augmented reality learning emerges. Prediction 2. Most learning incorporates use of a mobile device. Prediction 3. Games and simulations are used for every content area. Prediction 4. We will have a huge app-etite. Prediction 5. Peer-to-peer learning blossoms. 49

Prediction 6. Expert and credibility ratings create trusted search networks. Prediction 7. Search bots popular. Prediction 8. Governments will become more involved in ensuring that its citizens have access to training and retraining. 50

Prediction 9. The learning function's focus shifts to accreditation, with less emphasis on the learning process itself. Prediction 10. You will be rated publicly. 51

2) US eLearning Statistics.
From < on February 4, 2011, - E-learning market is expected to surpass $55.6 billion by Online tutoring is a $4 billion industry and is growing at a rate of 10-15% per annum. 52

3) 2010 Training Industry Statistics
Some statistics about Corporate-level eLearning given in < on November 22, 2010. 53

2010 Training Industry Statistics (Cont.)
Average training expenditures per learner in 2010 is $1,041. Average hours of training per employee is 40.1 hours in 2010. 61% of Mandatory or Compliance Training is delivered online. 54

2010 Training Industry Statistics (Cont.)
23% of Executive Development is delivered online. 76% of companies do not use podcasting as a method of training. 51% of companies do not use application simulation tools for learning. The average expenditure for training outsourcing was $257,871 in Down from $306,178 in 2009. 55

1.4 Sloan Foundation Report 2010.
Sloan Consortium which supports excellence in eLearning has been conducting surveys from over 2,500 colleges and universities in the US. Sample finding for 2010 given here. 56

Sloan Foundation Report 2010 (Cont.)
Is Online Learning Strategic? 63 % of all reporting institutions said that online learning was a critical part of their institution’s long term strategy, a small increase from fifty-nine percent in 2009. 57

The year-to-year change was greatest among the for-profit institutions, which increased from 51% agreeing in 2009 to 61% in 2010. 58

For-profit institutions also were the most likely to have included online learning as a part of their strategic plan. 59

How Many Students are Learning Online? Over 5.6 million students were taking at least one online course during the fall 2009 term; an increase of nearly one million students over the number reported the previous year. 60

21% growth rate for online enrollments far exceeds the less than 2% growth of the overall higher education student population. 61

Nearly 30% of higher education students now take at least one course online. 62

What is the Future for Online Enrollment Growth? A majority of institutions continue to report that there is increasing competition for online students. Public institutions report more pressure from the for-profit sector than do the private nonprofit institutions. 63

Reported year-to-year enrollment changes for fully online programs by discipline show most growing, but with a sizable portion seeing steady enrollments. 64

Virtually all recent growth in online enrollments has come from the growth of existing offerings, not from institutions new to online starting new programs. 65

2. eLearning Laws and Regulations
2.1 eLearning Law in Thailand. 2.2 eLearning Laws and Regulations in USA. 2.3 eLearning Laws and Regulations in UK. 66

2.1 eLearning Law in Thailand.
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: 67

eLearning Law in Thailand (Cont.)
In 2002, Prof. Charmonman sent a letter to the Minister of University Affairs asking permission for Assumption University to offer its degree programs in the eLearning mode. The Ministry said it would take a long time to draft the law allowing eLearning in Thailand. 68

Prof. Charmonman authored the first draft of the first eLearning decree in Thailand. 69

November 26, 2003, the Ministry of University Affairs organized an open hearing on the eLearning decree first draft by Prof. Charmonman. There were about 300 participants. 70

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 - chaired the open hearing in the afternoon. The results were used in modifying the law. 71

August 2004, Prof. Charmonman was elected Chairman of e-ASEAN Business Council. - At that time, the Thai Government had not passed the eLearning decree. - So, he tried to get help from ASEAN. 72

- He proposed to the ASEAN Ministers that eLearning be promoted by all ASEAN member countries and the Ministers agreed. 73

Prof. Charmonman sent many letters to the authorities. - September 23, 2002, he sent a letter to the Minister requesting permission for AU to offer eLearning. - September 15, 2003, he sent a letter to the Prime Minister to speed up the eLearning decree. 74

- March 14, 2005, he sent another letter to the Prime Minister that Cambodia Laos, and Myammar were ahead of Thailand on eLearning with help from Japan and Thailand should pass the eLearning decree as soon as possible to be ahead of Cambodia. 75

It took 3 years of trying to convince 5 ministers, and many revisions of the eLearning decree. The decree to legalize eLearning in Thailand was published in the Royal Gazette in October 2005. 76

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. 77

In 2006, AU offered three MS degree programs and the Ph.D. in eLearning Methodology which, as of March 2011, is the first and the only such Ph.D. in the world. 78

2.2 eLearning Laws and Regulations in USA
2.2.1 The US Federal Internet Equity and Education Act of 2001. 2.2.2 TEACH Act 2.2.3 The State of Michigan Law 2.2.4 The State of Florida Regulation 79

2.2.1 The US Federal Internet Equity and Education Act of 2001.
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 percent Rule” and the“12-Hour Rule”. * The “50-percent Rule” required students to take at least 50 percent of learning in the classrooms. 80

Education Act of 2001 (Cont.)
* 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. 81

Education Act of 2001 (Cont.)
The “12-Hour Rule” were killed by the Internet Equity and Education Act of 2001. 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. 82

2.2.2 TEACH Act. From the paper by Charmonman “eLearning-relate Laws and Court Cases” on December, 2008, Technology, Education and Copyright Harmonization Act of 2002 (TEACH Act) was introduced in the US to make laws concerning eLearning closer to laws for face-to-face classrooms. 83

TEACH Act. (Cont.) It clarifies what usages of copyrighted materials are permitted with regard to eLearning. It also outlines what requirement the eLearning provider, faculty members, staff members, and students must abide by in order to be in compliance with the law. 84

TEACH Act. (Cont.) In 1998, the US Congress directed the Copyright Office to submit a report what should be done to facilitate the use of digital technology in eLearning. The Copyright Office recommended significant changes and a bill to that effect was introduced in March 2001. 85

TEACH Act. (Cont.) For example, the TEACH Act authorizes the educators to digitize copyrighted works for use in eLearning but would have to pare down some of the materials. 86

TEACH Act. (Cont.) In particular, a musical work may be shown in full in the classroom mode of learning, but in eLearning mode, it must be shown only as clips. 87

TEACH Act. (Cont.) The TEACH Act allows performance and displays in the classroom mode of learning, but not digital delivery of the same materials for the eLearning mode. Supplemental reading materials also cannot be made digitally available for eLearning students. 88

TEACH Act. (Cont.) From the paper by Charmonman “eLearning-relate Laws and Court Cases” on December, 2008, the TEACH Act allows the followings: 1) Transmitting performances of all of a non-dramatic literacy or musical work, e.g. a poetry or short story reading may be shown in full but a drama can not. 89

TEACH Act. (Cont.) Transmitting reasonable and limited portions of any other performance, e.g. films and videos of all types. 3) Transmitting displays of any work, i.e. still images of all kinds, in amounts comparable to typical face-to-face displays. 90

2.2.3 The State of Michigan Law
Michigan is the first State in the USA to pass a law requiring every high school graduate to take at least one eLearning course. 91

Michigan Law (Cont.) Effective April 2006, all Michigan students must take at least one eLearning course to complete all the requirements for Grade12. 92

Michigan Law (Cont.) 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). 93

Michigan Law (Cont.) With Michigan passing the law requiring every high school student to take at least one eLearning course, other States will probably consider similar laws. 94

Michigan Law (Cont.) If the US Federal Government passes a law to require eLearning, other countries may also have serious consideration to compete. 95

2.2.4 The State of Florida Regulation
The State of Florida changed the regulations to allow any student to take any eLearning course they prefer. 96

Florida Regulation (Cont.)
From < December 3, 2010, the Florida parent adopted a plan requiring that all Florida students have access to multiple high quality digital learning. 97

2.3 eLearning Laws and Regulations in the UK
2.3.1 The Digital Economy Act 2010. 2.3.2 Accessibility Law for eLearning Authors. 2.3.3 Intellectual Property Rights in Networked eLearning. 2.3.4 Copyright Licensing for eLearning Authors. From “ many legal guidance on eLearning are provided. 98

2.3.1 The Digital Economy Act 2010.
The UK DEA ultimate aims are - To shift people’s behaviour from the unlawful to the legal. - To regularly review evidence of online copyright infringement. 99

DEA (Cont.) If an allegation of copyright infringement is made against a student or member of staff, the university may be required to impose sanctions on that person’s internal account. 100

2.3.2 Accessibility Law for eLearning Authors.
The Disability Discrimination Act 1995 (DDA) requires Future Education (FE) and Higher Education (HE) not to discriminate against any student by reason of their student’s disability. 101

Accessibility Law (Cont.)
eLearning authors and institutions should take “such step as it is reasonable, in all the circumstances of the case” to ensure that eLearning environment are accessible to students with disabilities. 102

2.3.3 Intellectual Property Rights in Networked eLearning.
Several guideline are given: - If you hire an eLearning freelances have a written agreement that the copyright belongs to you. - Have a written agreement that even your employees work on your project or their own time, the copyright belongs to you. 103

Intellectual Property Rights (Cont.)
- Have a written agreement to give you a moral rights waiver to modify the work that your employees to not file moral right claim. 104

2.3.4 Copyright Licensing for eLearning Authors.
eLearning authors should : - Consider what licence is appropriate for the work. - Ensure that appropriate consents are obtained for all educational materials and systems. - Consider the extent to which the licence terms will permit appropriate use of the works. - Seek to resolve any disputes through a means of Alternative Dispute Resolution. 105

3. Sample Trends of eLearning
3.1 Ten Trends for 2011. 3.2 Five Higher Ed Tech Trends to Watch in 2011. 3.3 Top Trends in eLearning and Corporate Training. 3.4 Five K12-Level eLearning Trends for 2011. 106

3.1 Ten Trends for 2011 From “ on January 6, 2011, the US-based eLearn magazine asked a number of “e-learning folk” for their predictions for 2011 and then published them: - A rise in “learning apps” rather than eLearning “courses”. 107

Ten Trends for 2011 (Cont.) - A increase in “performance support” tools, rather than “eLearning materials”. - The increasing use of shared content, via cloud computing. - The continued merging of online and classroom based learning. - The increasing “gamification” of learning. 108

3.2 Five Higher Ed Tech Trends to Watch in 2011.
From “ on September 12, 2010, the higher ed tech experts discuss technology trends: 1) The Cloud Computing Movement Will Continue. 2) More Work Will Be Done Without Wires. 109

Five Higher Ed Tech Trends (Cont.)
3) Mobile Technologies Will Continue to Proliferate in the Classroom. 4) Online Education will even Further Displace Seat Time. 5) A Retreat from Technology Overload is Imminent. 110

3.3 Top Trends in eLearning and Corporate Training.
From < 2010 GDS Publishing proposed top trends of eLearning: 1) Increasing Training Budgets. 2) Changing Structure and Operations of Training. 3) Increase Use of Outsourcing. 4) Leadership Development Takes Center Stage. 111

The top trends of eLearning (Cont.)
5) Talent Management Drives Changes in HR. 6) eLearning Matures and Continues to Evolve. 7) Learning Content Management Is Growing. 8) Self-published Content Is Being Part of Learning. 9) eLearning Approaches Continue to Evolve. 10) LMS Market Continues to Change. 112

1) Increasing Training Budgets.
Corporate eLearning in the US will get more budgets and so other countries may follow suite. The reasons are: - Economic growth cause greater demand on training. - Talent shortages require more training. - Increasing recognition that learning is an integrated talent management process. 113

2) Changing Structure and Operations of Training.
Instead of a training unit in each group, shared services for all groups in the enterprise is preferred. Shared services in training support business units in achieving business goals. 114

3) New Economics Lead to Increase Use of Outsourcing.
Because technology and sophisticated content development required specialized skills, outsourcing services are preferred, especially for areas not core to company’s expertise and focus. 115

4) Leadership Development Takes Center Stage.
By the year 2010, Leadership Development and Succession is the largest single area of spending in training. Companies is almost every industry sector are suffering from a lack of middle managers. 41% of HR managers said their top talent challenge is building and maintaining their leadership pipeline. 116

5) Talent Management Drives Changes in HR.
HR must understand and develop organization capabilities. HR must identify critical talents required and provide workforce training. New job roles and organization structure are emerging. 117

6) eLearning Matures and Continues to Evolve.
Maintaining the volumes and increasing the quality of eLearning. Reducing the cost and complexity of LMS implementations while increasing use. Creating learning environments for learners. Helping learners learn from communities of practices, blogs, wikis and other forms of self-published content. 118

7) Learning Content Management is Growing.
To be able to - Quickly edit content when material changes. - Republish content into various forms. - Make content available as FAQ. - Develop multi-language versions. - Etc. 119

8) Self-published Content is Part of Learning.
Explosion in the use of blogs, wikis, and podcasting. Encourage use of self-publishing technologies. Encourage continuously learning, and developing new approach to learn. 120

9) eLearning Approaches Continue to Evolve.
Encourage simulations, e.g. thru low-cost and easy-to-use tool like Captivate. Encourage “rapid-eLearning”, e.g. using Adobe Connect, Articulate, Online VDO, Business Simulation, Etc. 121

10) LMS Market Continues to Change.
From “Brandon-hall.com” on July 17, 2009, the number of commercial LMS were in in continue to grow in 2010. Free LMS, like Moodle is also gaining popularity. 122

3.4 Five K12 Technology Trends for 2011.
From “ on February, 2010, education technology experts discuss their top technology trends: 1) There will be more momentum for mobile devices in classrooms with an eye toward affordable alternatives to traditional 1:1 rollouts. 2) Web-based instruction will gain more traction at the K-12 level. 123

K12 Technology Trends for 2011. (Cont.)
3) More tech-based monitoring and assessment tools will be incorporated into to the instructional mix. 4) The cloud will help ease the financial burden on schools while helping to expand technological capabilities. 5) Teachers will have access to expanded professional development programs. 124

4. Critical Success Factors for eLearning
4.1 Three Groups of Factors for Success of eLearning. 4.2 Four Groups of Factors for Success of eLearning. 4.3 Eight Success Factors in Implementing eLearning. 4.4 Reason for Failure of eLearning. 125 125

4.1 Three Groups of Factors for Success of eLearning
From the paper by Le Blanc and Wands, M. “Critical Success Factors: e-Learning Solutions Cappuccino” in 2001, three groups of success factors were given: 1) Organizational Factors Technical Infrastructure. - Change Leadership Strategy. - Management Support. 126 126

Three Groups of Factors (Cont.)
2) General Factors - Adult Learning Principles. - Clearly Defined Learning Outcomes. - Pretest Options. - Clearly Defined Learning Pathways. - Assessment. 127 127

Three Groups of Factors (Cont.)
3) Cognitive Factors - Access to Useful Help Facilities. - Uses Control of Screen Information. - Simple User Interface. - Access to Presentation of Complex Information. - Appropriate Use of Multimedia. - Avoidance of Redundant Information. 128 128

4.2 Four Groups of Factors for Success of eLearning
From the paper by Selim, H.M., “Critical Success Factors for e-Learning Acceptance” in 2003, four Critical success factors were given: 1) Instructor. 2) Student. 3) Information Technology. 4) University Support. 129 129

Four Groups of Factors (Cont.)
From the paper by Chen, Farn-Shing, Liao, Chin-Wen, and Chen, Tsai-Hsin, the authors carried and a study at the National Open University in Taiwan, “Adult Distance Education Students’ Perspective use Critical Success Factors of e-Learning”, concluded that: 130 130

Four groups of Factors (Cont.)
1) Students’ perspective critical success factors of e-Learning are good instructor and good website. 2) Both of instructor and website must be usefully. and friendly. 3) Students need more efficiency on e-Learning. 131 131

Four groups of Factors (Cont.)
4) The website should be - Easily. - Clearly. - Sufficiently. - Pleasantly. 132 132

4.3 Eight Success Factors in Implementing eLearning.
From the paper by Goi, Chai Lee, and Ng, Poh Yea, “e-Learning in Malaysia: Success Factors in Implementing e-Learning Program” in 2009, 8 success factors were given: 1) Program Content. 2) Web Page Accessibility. 3) Learners’ Participation and Involvement. 4) Web Site Security and Support. 133 133

Eight Success Factors (Cont.)
5) Institution commitment. 6) Interactive Learning Environment. 7) Instructor Competency. 8) Presentation and Design. 134 134

4.4 Reason for Failure of eLearning.
From the paper by Alexander, S. and Mc Kenzie, J., “An Evaluation of Information Technology Projects in University Learning” in 1998, reasons for failure of e-Learning were given: 1) Being overly ambitious in terms of desired outcomes for the budgets and time available. 135 135

Reason for Failure of eLearning (Cont.)
2) Utilizing Particular information technologies for their own sales, without sufficient regards for appropriate learning design. 3) No change in the assessment of learning to suit the changed learning outcomes. 4) Commencing software developments without adequate planning. 136 136

Reason for Failure of eLearning (Cont.)
5) Failure to prepare students for participation in learning experiences such as working in groups. 6) Failure to obtain copyright clearance. 137 137

5. Case Studies. 5.1 Case Study at Assumption University.
5.2 Case Study in US. 5.3 Case Study in UK. 5.4 Case Study in Canada. 138 138

5.1 Case Study at Assumption University.
From the paper by Charmonman “Overview of eLearning” on March 16, 2009, described about eLerning at Assumption University. The auther proposal to establish the college of Internet Distance Education was approved by the Board of Trustees of Assumption University. 139 139

eLearning at Assumption University (Cont.)
April 25, 2002, with the author as the Chairman of the Board and CEO of the College. The College is housed in a 15 US$ million building named “Srisakdi Charmonman IT Center”. 140 140

From “ 20 August 2004, HRH Princess Maha Chakri Sirindhorn graciously opened “Srisakdi Charmonman IT Center” to be the seat of the College of Internet Distance Education. 141 141

HRH Princess Maha Chakri Sirindhorn graciously Opened “Srisakdi Charmonman IT Center”
142

“Srisakdi Charmonman IT Center”
143

The Minister of ICT, Surapong Suebwonglee, reported to HRH Princess Maha Chakri Sirindhorn declaring “Srisakdi Charmonman IT Center” to be a Center of Excellence in IT Education of the Ministry of Information and Communication Technology. 144 144

January 2006, Assumption University 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. 145 145

August 2006, Assumption University offers the first and only “Ph.D. in eLearning Methodology” in the world. Searching Google for “Ph.D. in eLearning Methodology”, the first page gives 9 entries about the degree at Assumption University. 146 146

Searching Google for “Ph.D. in eLearning Methodology”
147 147

There have been applicants from 30 countries. An Iranian became the first graduate of the Ph.D. program. The next graduates will be: - An American. - A Canadian. - A few from Thailand. 148 148

In 2011, Assumption University offers four eLearning degree programs, 1) M.S. in ICT 2) M.S. in Management 3) M.S. in eLearning Methodology 4) Ph.D. in eLearning Methodology 149

Certificate in Small & Medium Enterprise (eSMEs University) Visual Arts (Thai Program) Music for Life: Science and Arts for Quality of Life Through eLearning (Thai Program) More programs are being developed. 150

5.2 Case Study in US 5.2.1 University of Phoenix.
5.2.2 Michigan Virtual School. 5.2.3 Florida Virtual School. 152

5.2.1 University of Phoenix From the paper by Charmonman “Recruiting Students for University-Level eLearning” on December 16, described about eLerning at the University of Phoenix. At the university level, eLearning is highly desirable and necessary, 153

University of Phoenix (Cont.)
For the year 2009, ApolloGroup which owns Phoenix made - 4 billion US$ revenue billion US$ profit. 155

Phoenix offers over 100 degree programs at the associate’s, bachelor’s, master’s, and doctoral levels. The admission policy is to admit any and all students who are qualified. 156

The number of students has grown from - 8 students in the first class in the year ,700 undergraduate students and 78,000 graduate students in the year 2009. 157

Phoenix has - 1,500 full-time ,000 part-time faculty members. - about 93% of all faculty members are part-time. 158

According to 2009 Online Education Database, Phoenix was ranked 28 out of 44 for best accredited online universities. 159

Some of Phoenix’s alumni are well-known such as - U.S. Navy Admiral Kirkland H. Donald. - White House cyber-security coordinator Howard Schimidt. - Former U.S. Secretary of Transportation Mary Peters. - Etc. 160

The University of Phoenix has been investigated concerning alleged student recruitment practices such as paying commissions to recruiters. As an example, Apollo Group, which is the mother company of Phoenix, paid the United States US$ 67.5 million without acknowledging any wrongdoing. 161

5.2.2 Michigan Virtual School.
From the paper by Charmonman “K12 eLearning in Various Countries” on April 13, 2010, was given case study in US 162

Michigan Virtual School (Cont.)
The Michigan Virtual School (MVS) is an online resource that enables Michigan high schools and middle schools to provide courses taught by certified teachers and other learning tools that students would not otherwise have access to. 163

MVS was funded by the Michigan Legislature in July to be operated by the Michigan Virtual University, a private, not-for-profit Michigan corporation. 165

MVS works in cooperation with individual school districts to grant course credits and diplomas. Michigan high school and middle school students can take a variety of courses and learn any place where there is a computer and an Internet connection. 166

Eligible students include: Gifted and talented students. Special-needs students. Students who need to “make-up” credits. Public and non-public school students. Home-schooled students. 167

5.2.3 Florida Virtual School.
From the paper by Charmonman “K12 eLearning in Various Countries” on April 13, 2010 was given case study in US. The Florida Virtual School (FLVS) is an established leader in developing and providing virtual K-12 education solutions to students all over Florida, the U.S. and the world. 168

Florida Virtual School (Cont.)
FLVS was founded in and was the U.S. first, state-wide Internet-based public high school. In the year 2010, FLVS serves students in grades K-12 and provides a variety of custom solutions for schools and districts to meet student needs. 170

Students from all over the world can choose from more than 90 courses including core subjects, world languages, electives, honors, and Advanced Placement courses. Courses are accepted for credit and are transferable. 171

Every FLVS course is taught by highly qualified, certified instructors who are experts in the subject matters. 172

Teachers and students interact regularly through Voice Mail. - Telephone Conversations. - Instant Messenger. 173

Teachers are available from 8 a.m. to 8 p.m. daily, as well as during weekend hours. Students are encouraged to contact the teacher when there is a need of any kind. Teachers speak via telephone with students and their parents at least once per month. 174

5.3 Case Study in UK 5.3.1 University of Liverpool.
5.3.2 Accipio Learning. 5.3.3 North Star UK. 175

5.3.1 University of Liverpool
From < on September 14, 2010 reported The University of Liverpool offers many online courses for students. 176

University of Liverpool (Cont.)
The University of Liverpool is a teaching and research university in the city of Liverpool, England. It is a member of the Russell Group of large research-intensive universities and the N8 Group for research collaboration. The University of Liverpool founded in 1881. 177

University of Liverpool offers online Masters degree courses includes: - Doctorate - MBA and Specialisations - Management - Information Technology - Health - Law - Psychology 178

3,000 professionals from more than 175 countries have chosen it for their online Masters degree. Professionals recognise that the University’s exclusive partnership with e-Learning experts Laureate Online Education provides a uniquely global perspective and stimulating educational experience. 179

The University offers 400 degree programs to over students every year. Students from over 110 countries attended classes on campus or through the internet within the 2010. 180

5.3.2 Accipio Learning. From the paper by Charmonman “K12 eLearning in Various Countries” on April 13, 2010 was given case study in UK. Accipio Learning is the U.K.’s leading provider of live, online teaching to secondary school students who are unable to attend mainstream schools or who may be at risk of temporary and permanent exclusion. 182

Accipio Learning (Cont.)
Accipio’s virtual school delivers its services through live, interactive lessons allowing pupils to communicate with teachers and peers in a safe and secure virtual learning environment. 184

Accipio Learning supports 80 local authorities and over 100 schools and works with over 1000 pupils each academic year. 185

Accipio curriculum and approach are entirely focused on supporting pupils who may be socially and economically disadvantaged and/or may have disengaged from mainstream education. 186

Accipio is typically used by local authorities and schools to provide the backbone of their alternative provision programmes. Accessing Accipio is simple with pupils learning from home, school inclusion setting, authority centre, work or college placement. 187

Accipio provides complete flexibility and can deliver between 5 to 30 hours of education per pupil each week, tailored to the needs of each individual, addressing the personalized and digital learning agendas and working as part of a blended education solution for many young people. 188

Live lessons take place via the online classroom with a maximum of 15 pupils in each class. Lessons are taught by experienced subject-specialists, supported by technical and education support teams. 189

Lessons are fully interactive with teacher and pupils talking to each other in real time, communicating via the online whiteboard and the classroom "chat" facility. 190

Accipio’s teachers set an extension activity (called a "Challenge Sheet") for each lesson, helping pupils to check their understanding and guiding their independent learning. These are usually completed online and are often self-marked, giving pupils instant feedback. 191

5.3.3 North Star UK. From the paper by Charmonman “K12 eLearning in Various Countries” on April 13, 2010 was given case study in US. North Star UK (NSUK) was founded in September It was the first fully online learning community providing secondary education in the UK. 192

North Star UK (Cont.) NSUK can provide detailed information about the progress that a child is making. Parents have their own area within NSUKMoodle where they can discuss matters with other NSUK parents. 194

North Star UK (Cont.) NSUK parents will be able to all staff at any time. In addition, annual reports are sent near the end of each year. 195

North Star UK (Cont.) NSUK subjects include: - Biology - Business Studies - Chemistry - English - Maths - Geography - History - ICT - Physics - RS (Divinity) - Sociology - Psychology 196

5.4 Case Study in Canada 5.4.1 Alberta Distance Learning Centre.
5.4.2 Abbotsford Virtual School. 5.4.3 Virtual High School (Ontario). 197

5.4.1 Alberta Distance Learning Centre.
From the paper by Charmonman “K12 eLearning in Various Countries” on April 13, 2010 was given case study in Canada. Alberta Distance Learning Centre (ADLC) provides effective, successful, and specialized distance learning opportunities. 198

Alberta Distance Learning Centre (Cont.)
ADLC is a world leader in the delivery of distance learning programs to students in Grades 1 to 12. Distance education at ADLC is offered in print, online, and blended formats. 200

ADLC is a provincially-funded school serving students and schools - Throughout Alberta. - Northwest Territories. - Nunavut. - All over the world. 201

ADLC is staffed by experienced certificated teachers and dedicated support personnel assisting students to achieve their educational goals. 202

ADLC offers flexibility to students who may be working from home, abroad, or in traditional schools. Students may take all or part of their school programs with ADLC, or they may take one or more courses through contracted schools. 203

5.4.2 Abbotsford Virtual School.
From the paper by Charmonman “K12 eLearning in Various Countries” on April 13, 2010 was given case study in Canada Abbotsford Virtual School (AVS) provides: - Materials. - Resources. - Planning. - Reports. - Alternate learning environment. - Personal support for students learning at home. 204

Abbotsford Virtual School (Cont.)
Abbotsford Virtual School program provides students from K to Grade 12 with a comprehensive list of online and paper-based courses and materials to match student’s needs. 206

AVS online courses are semester-based courses and operate like a "regular" high school course. There are due dates for assignments and scheduled tests. 207

Students are expected to - Keep in contact with their teacher regularly. - Follow weekly time lines. - Participate in online discussion forums. 208

Students will have scheduled online meetings for online help. Teachers have the same expectations for students as they have for a regular face-to-face courses. 209

5.4.3 Virtual High School (Ontario).
From the paper by Charmonman “K12 eLearning in Various Countries” on April 13, 2010 was given case study in Canada Virtual High School (Ontario) or VHS is a private online high school. VHS has its headquarters in Bayfield, Ontario, Canada. VHS is a privately held corporation. 210

Virtual High School (Cont.)
VHS published its first internet course “Biology” in the fall of 1995, for a class of 23 students. In the spring of 1996, its second course, “Canadian Literature” won the second place at the 1997 North American Web Conference (NAWEB) Award for online course development. 212

VHS courses adhere strictly to Ontario Ministry of Education curriculum standards. VHS is inspected every two years to ensure compliance with the standards of the Ontario Ministry of Education. 213

Ontario Ministry of Education compliance allows VHS the capacity of granting Ontario Secondary School credits which can lead to an Ontario Secondary School Diploma (OSSD). 214

VHS currently has about 2,000 students per year, all of whom pay tuition for the right to take the online courses. 215

There are currently 51 fully online courses. There are no semesters as students may enroll at any point in time, move through their courses at their own pace and graduate from their course at any point in time. All courses run under the course management system. 216

6. Concluding Remarks. It has been agreed that - eLearning will be the mainstream of education and classroom learning the supporting part. - there is no subject of study that eLearning has been used. - all developed countries are providing eLearning. - developing countries are preparing. to offer eLearning. 217

Concluding Remarks (Cont.)
Therefore, it is highly appropriate that UNESCO and IFAB are supporting the training on “Production of eLearning Courseware.” 218

Concluding Remarks (Cont.)
In addition to offering the training once in 1 – 2 years, CIDE is willing to offer it a few times a year even without UNESCO and IFAB financial support but with UNESCO and IFAB support in kind such as allowing the UK of UNESCO and IFAB as the supporter of the program. 219

Additional Reading Materials
The following paper may be obtained from < and go to “List of Publications” on the upper left corner. 220

Additional Reading Materials (Cont.)
Charmonman, S. “University-Level eLearning in ASEAN and Thailand.” Invited paper presented to Euro-Southeast Asia 2006 Forum on Information Society-EUSAEA2006, Shangri-La Hotel & Convention Center, Singapore. 20 June 2006. 221

2. Charmonman, S. and Chorpothong, N. “To Develop or Not to Develop New Courseware for University-Level eLearning.” Keynote Address, Proceedings of the Third International Conference on eLearning for Knowledge-Based Society (Special Issue of IJCIM, Volume 14, No. SP1). Organized by the Ministry of Information and Communication Technology. At IMPACT Muang Thong Thani, Thailand. 3 August Pages 222

3. Charmonman, S. “Elearning and Human Resource Development.” Position Paper for the Panel Discussion on “Elearning: Towards a Learning Society.” World Teacher Conference, Impact Muang Thong Thani, Bangkok, Thailand. 6 October 2006. 223

4. Charmonman, S. “The eBusiness of eLearning.” Invited Paper for the Fifth International Conference on e-Business (NCEB 2006) with the theme of “Global e-Business: Best Practice.” Asia Hotel, Bangkok, Thailand. 2-3 November 2006. 224

5. Charmonman, S. “eLearning to Enhance the Quality of Higher Education.” Position Paper for the Panel Discussion on “Technological Strategies to Enhance Quality in Higher Education.” International Conference on Educational Leadership. Organized by Assumption University, University Partners for Academic Leadership, Stockholm University and University of Wollongong at Assumption University, Bangkok, Thailand November 2006. 225

6. Charmonman, S. “Legal Aspects of eLearning.” Keynote Address at the International Conference on “e-Learning: Learning Theories vs Technologies?” at Ramkhamhaeng University, Bangkok, Thailand December 2006. 226

7. Charmonman, S. “eLearning for Religious Communities.” Invited Paper presented to BISCOM VI, Federation of Asian Bishops’ Conference, “Converging Communication for Ministry in Asia”, Assumption University of Thailand, Bangkok, Thailand. 28 May-2 June 2007. 227

8. Charmonman, S. “eLearning: The Big Picture.” Keynote Address, Training for Executives of Hanoi Open University “eLearning Methodology Process and Management Training”, Srisakdi Charmonman IT Center, Assumption University, Suvarnabhumi Campus. 4-8 June 2007. 228

9. Charmonman, S. “eResearch on eLearning.” Invited Paper presented to Faculty Members and Ph.D. Students from Naresuan University at Srisakdi Charmonman IT Center, Assumption University Suvarnabhumi Campus. 6 July 2007. 229

10. Charmonman, S. and Bunchua, S. “AU CIDE eLearning as a Success Story for University Mobility in Asia and the Pacific.” Invited Paper for Panel Discussion on “UMAP Online Course”, at the Seminar on “University Mobility: Trends for Co-ordination”, Organized by University Mobility in Asia and the Pacific, Siam City Hotel, Bangkok, Thailand. 4-6 October 2007. 230

11. Charmonman, S. “eLearning.” Keynote Address presented to the Training for “eLearning” at Srisakdi Charmonman IT Center, Assumption University, Suvarnabhumi Campus. 18 January 2008. 231

12. Charmonman, S. “A Case Study of Financial Consideration of eLearning at Assumption University.” Keynote Address presented to the International Conference on eBusiness 2008 (INCEB 2008). Grand Mercure Fortune Bangkok Hotel. 6-7 November 2008. 232

13. Charmonman, S. “Regional Report 2008 on ASEAN University-Level eLearning.” Proceedings of the Fifth International Conference on eLearning for Knowledge-Based Society. Special Issue of the International Journal of the Computer, the Internet and Management. Volume 16, Number SP December Pages 233

14. Charmonman, S. “Elearning-related Laws and Court Cases.” Proceedings of the Fifth International Conference on eLearning for Knowledge-Based Society. Special Issue of the International Journal of the Computer, the Internet and Management. Volume 16, Number SP December Pages 234

15. Charmonman, S. “Overview of eLearning 2009.” Keynote Address at “Production of eLearning Courseware Training”, for Cambodia, Laos, Myanmar, Vietnam, and Thailand. Supported by UNESCO and Information for All Program (IFAP) at Assumption University, Suvarnabhumi Campus. 16 March 2009. 235

16. Charmonman, S. “Knowledge Acquisition with eLearning, mLearning, uLearning and gooLearning.” Keynote Address at the “2nd International Symposium on Knowledge Acquisition and Modeling.” Organized by IEEE Computational Intelligence Society at HuaZhong Normal University, Wuhan, China. 1 December 2009. 236

17. Charmonman, S. “GooLearning In a Management Information System Course.” Proceedings of the Sixth International Conference on eLearning for Knowledge-Based Society. Special Issue of the International Journal of the Computer, the Internet and Management. Vol. 17, No. SP December Pages 237

18. Charmonman, S., Ketavan, C., and Anaraki, F. “eLearning Short Courses for 52,000 SME Students.” Proceedings of the Sixth International Conference on eLearning for Knowledge-Based Society. Special Issue of the International Journal of the Computer, the Internet and Management. Vol. 17, No. SP December Pages 238

19. Charmonman, S. “Educational Policies to Drive eLearning.” (In Thai Language). Invited Lecture at the Seminar “Moving forward Quality of Thailand Higher Education e-Learning.” Organized by Thai Cyber University Project, Office of the Higher Education Commission, Asia Hotel, Bangkok. 11 January 2010. 239

20. Charmonman, S. “Case Study of eLearning Development at the University Level.” (In Thai Language). Invited Lecture at the Office of Academic Resource and Information Technology, Rajamangala University of Technology Isan, Nakorn Ratchasima Province. 12 January 2010. 240

Charmonman, S. “On IT Road.” (In Thai Language). Invited Paper to the Seminar “On IT Road.” Organized by Bansomdejchaopraya Rajabhat University. 22 January 2010. Charmonman, S. “Courses Offered at the College of Internet Distance Education.” (In Thai Language). Invited Lecture to Ph.D. Students of Burapha University. 10 February 2010. 241

23. Charmonman, S. “New Technology and New Education in Thailand.” (In Thai Language). Invited Paper at the Seminar “New Technology and New Generation to the Third Decade of the Department of Technology and Educational Communication.” King Mongkut’s University of Technology Thonburi. 11 February 2010. 242

24. Nagi, K. and Charmonman, S. “Applying Six Sigma Techniques to Improve the Quality of eLearning: A Case Study.” Proceedings of the 5th IEEE International Conference on Management of Innovation & Technology (ICMIT 2010), Organized by IEEE Singapore Section and IEEE Technology Management Council, Singapore. 2-5 June 2010. 243

25. Nagi, K. and Charmonman, S. “Computer and the Cloud: Can eLearning Continue Expanding Higher Education?” National e-Learning Conference: Enhancing the Quality of e-Learning. Organized by Thai Cyber University, Windsor Suites Hotel, Bangkok, Thailand. 10 August 2010. 244

26. Charmonman, S. “eLearning in the Future.” Keynote Address to “8th International Conference on Developing Real-Life Learning Experiences: Innovation and Technology Education.” King Mongkut’s Institute of Technology Ladkrabang. 27 August 2010. 245

Charmonman, S. “Management of University-level eLearning.” Keynote Address to "2010 International Conference on Management Science (ICMS 2010)." Kunming, Yunan, China. 19 October 2010. 246

28. Charmonman, S. and Mongkhonvanit, P. “Recruiting Students for University-Level eLearning.” Keynote Address to "Seventh International Conference on eLearning for Knowledge-Based Society." Bangkok Metropolitan Area, Thailand. 16 December 2010. 247

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