1. Overview of eLearning 2009 Prof.Dr. Srisakdi Charmonman CEO of the College of Internet Distance Education of Assumption University Keynote address at “Production of eLearning Courseware Training”, for Cambodia, Laos, Myanmar, Vietnam, and Thailand. Suported by UNESCO and Information for All Program (IFAP) at Srisakdi Charmonman IT Center, Assumption University of Thailand, March 16 - 22, 2009 charm@ksc.au.eduwww.charm.au.edu

2. Overview of eLearning 2009. 1.Introduction. 2.Sloan Foundation eLearning Report 2005. 3.Sloan Foundation eLearning Report 2006. 4.Sloan Foundation eLearning Report 2007. 5.Sloan Foundation eLearning Report 2008. 2

3. 6.Sample eLearning Laws. 7.Case Study at Assumption University. 8.Sample eLearning Policies. 9.Concluding Remarks. 3 Overview of eLearning 2009.

4. 1.1 Definitions of eLearning by Sloan. 1.2 US Universities with eLearning Degrees. 4 1. Introduction.

5. Introduction (Cont.) 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.  Short courses and training level: formal academic institutions, learned societies and companies are providing eLearning. 5

6. Introduction (Cont.) K12: State of Michigan passed the first law in the world requiring eLearning in high schools. 450,000 students to take eLearning. Other states may pass similar law. 6

7. Introduction (Cont.)  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. 7

8. Introduction (Cont.)  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). 8

9. Introduction (Cont.)  Capella University is the first virtual university to enter Nasdaq.  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). 9

10. Introduction (Cont.)  The College is located at Srisakdi Charmonman IT Center with 12 floors, 12,000 square meters, and about 15 US$ million.  As of March 2009, CIDE of AU offers: - MS in Management. - MS in Information and Communication Technology. - Ph.D. in eLearning Methodology. 10

11. Srisakdi Charmonman IT Center 11

12. Searching Google for “Ph.D. in eLearning Methodology” 12

13. Searching Google for “Ph.D. in eLearning Methodology”  Found 4 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. 13

14. Introduction (Cont.)  To promote eLearning in Thailand, the author includes the subject in the 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. 14

15. Introduction (Cont.)  July 2006, the International Biographical Centre in Cambridge, England named Prof.Dr. Srisakdi Charmonman “The Father of Thai E-Learning” 15

16. The Father of Thai E-Learning by the International Biographical Center. 16

17. Searching for “e-Learning” provides 117,000,000 entries 17

18. About 600 Million Internet Hosts in January 2009 18

19. World Internet Usage and Population Statistics. WORLD INTERNET USAGE AND POPULATION STATISTICS Worl d Regi ons Populat ion (2008 Est.) Intern et Usage, Latest Data % Populat ion (Penetr ation) Usag e % of World Usage Growt h 2000- 2008 Afric a 975,330,899 54,171,500 5.6 %3.4 % 1,100. 0 % Asia 3,780,8 19,792 650,36 1,843 17.2 % 41.3 % 469.0 % Euro pe 803,903,540 390,14 1,073 48.5 % 24.8 % 271.2 % Midd le East 196,767,614 45,861,346 23.3 % 2.9 % 1,296. 2 % 19

20. World Internet Usage and Population Statistics (Cont.) World Region s Populat ion (2008 Est.) Interne t Usage, % Popul ation Usag e % of Worl d Usag e Gro wth North Americ a 337,572,949 246,822,936 73.1 % 15.7 % 128. 3 % Latin Americ a/ Caribbe an 581,249,892 166,360,735 28.6 % 10.6 % 820. 7 % Oceani a/ Australi a 34,384, 384 20,593, 751 59.9 % 1.3 % 170. 2 % WORLD TOTAL 6,710,0 29,070 1,574,3 13,184 23.5 % 100.0 % 336. 1 % 20

21. World Internet Usage.  Over 1.5 billion Internet users, 23.5% of world population.  Largest penetration rate of 73.1% in North America, 246 million users from 337 millions population.  Largest number of Internet users is in Asia, 650 million users from 3.7 billion population, (but only 17.2% of the population which is far less than 73.1% in North America.) 21

22. 1.1 Definitions of eLearning by Sloan.  There are many definitions of eLearning.  Searching for “define: elearning” from Google, 6 sources were founded. 22

23. Searching for “define: elearning” 25 sources were found. 23

24. Definitions of eLearning by Sloan.  From, “E-learning most often means an approach to facilitate and enhance learning through the use of devices based on computer and communications technology”. 24

25. Definitions of eLearning (Cont.)  From www.conferzone.com/ resource/glossaryop.html, “Online Learning” is the same as “eLearning”.  From www.intelera.com/glossary.html, “Online Learning” has the same meaning as “eLearning”. 25

26. Definitions of eLearning (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. 26

27. Definitions of eLearning (Cont.)  Four types of learning. 1) Traditional Learning. 2) Web Facilitated Learning. 3) Blended/Hybrid Learning. 4) Online Learning or eLearning. 27

28. Four Types of Distance Education. 1) Traditional Learning: 0% Online Course with no online technology used. Content is delivered in writing or orally. 28

29. Four Types (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. 29

30. Four Types (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. 30

31. Four Types (Cont.) 4) Online or eLearning: 80 - 100%Online Course where most of all of the content is delivered online. Typically no face-to-face meetings in the traditional sense (May use webcam or VDO conference). 31

32.  The university with the largest number of eLearning students is Phoenix with more than 170,000 students.  Phoenix made about 150 US$ million net profit per year.  Baker College has the second largest enrollment of about 128,000 students. 1.2 US Universities with eLearning Degrees. 32

33. Sample US Universities Offering eLearning Courses. University Year Started eLearning Number of eLearning Courses Number of eLearning Students Phoenix1989 23 programs170,000+ Baker College, Auburn Hills 1994252 programs128,000+ Maryland1993597 programs40,000+ Arizona State1996358 programs16,900+ Capella1996675 programs12,000+ 33

34. Sample US Universities Offering eLearning Courses (Cont.) University Year Started eLearning Number of eLearning Courses Number of eLearning Students Brigham Young1997178 programs10,000+ Boston199544 programs5,400+ Missouri-Columbia1996265 programs2,700+ Stanford1997228 programs(Not mentioned) 34

35. Searching for “US Universities eLearning Statistics” 35

36. US Universities with eLearning Programs. 36

37. 37 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. 2. Sloan Foundation eLearning Report 2005.

38. 38 Sloan Consortium.

39. 39 Sloan Report 2005 (Cont.) 2.1 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.  63% of schools offering classroom-based under graduate courses also offer under graduate courses in eLearning mode.

40. 40 Sloan Report 2005 (Cont.) 2.2 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, only 62% use full-time classroom-based instructors in classroom mode.

41. 41 Sloan Report 2005 (Cont.)  74% of public colleges use full-time classroom-based instructors to teach in eLearning mode, only 61% use full-time classroom-based instructors in classroom mode.

42. 42 Sloan Report 2005 (Cont.) 2.3 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.

43. 43 Sloan Report 2005 (Cont.)  In 2005, 72% of Associates Degree institutions identify eLearning as a critical long-term strategy, compared to 58% in 2003.

44. 44 Sloan Report 2005 (Cont.) 2.4 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.

45. 45 Sloan Report 2005 (Cont.)  eLearning enrollment growth rate is over 10 times that projected by the National Center for Education Statistics for the general postsecondary student population.

46. 46 Sloan Report 2005 (Cont.) 2.5 What Else Do Chief Academic Officers and Faculty Believe About Online Education?  It is no harder to evaluate eLearning course than classroom-based course.  It takes more effort to teach online.

47. 47 Sloan Report 2005 (Cont.)  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.

48. 48  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. 3. Sloan Foundation eLearning Report 2006.

49. 49 Sloan Report 2006 (Cont.) 3.1 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.  More than 800,000 additional online students is more than twice the number added in any previous year.

50. 50 Sloan Report 2006 (Cont.) 3.2 Who is Learning Online?  Online students, like the overall student body, are overwhelmingly undergraduates. The proportion of graduate-level students is slightly higher in online education relative to the overall higher education population.

51. 51 Sloan Report 2006 (Cont.)  Online students, especially undergraduates, are more likely to be studying at Associates institutions than are their face-to-face contemporaries.

52. 52 Sloan Report 2006 (Cont.) 3.3 What Types of Institutions Have Online Offerings?  More than 96% 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.

53. 53 Sloan Report 2006 (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.

54. 54 Sloan Report 2006 (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).

55. 55 Sloan Report 2006 (Cont.) 3.4 Have Perceptions of Quality Changed for Online Offerings?  In 2003, 57% 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 %, a small but noteworthy increase.

56. 56 Sloan Report 2006 (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% since 2003 from 12.1% in 2003 to 16.9%.

57. 57 Sloan Report 2006 (Cont.) 3.5 What are the Barriers to Widespread Adoption of Online Education?  Only 4.6% 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.

58. 58 Sloan Report 2006 (Cont.)  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.

59. 59 4. Sloan Foundation eLearning Report 2007.  October 2007, Sloan Consortium released a report entitled. “Online Nation: Five Years of Growth in Online Learning”. The report was based on survey results from over 2,500 colleges and universities in the US.

60. 60 Sloan Report 2007 (Cont.) 4.1 How Many Students are Learning Online?  Almost 3.5 million students were taking at least one online course during the fall 2006 term; a nearly 10 percent increase over the number reported the previous year.  The 9.7 percent growth rate for online enrollments far exceeds the 1.5 percent growth of the overall higher education student population.

61. 61 Sloan Report 2007 (Cont.)  Nearly twenty percent of all U.S. higher education students were taking at least one online course in the fall of 2006.

62. 62 Sloan Report 2007 (Cont.) 4.2 Where has the Growth in Online Learning Occurred?  Two-year associate’s institutions have the highest growth rates and account for over one-half of all online enrollments for the last five year.  Baccalaureate institutions began the period with the fewest online enrollments and have had the lowest rates of growth.

63. 63 Sloan Report 2007 (Cont.) 4.3 Why do Institutions Provide Online Offerings?  All types of institutions cite improved student access as their top reason for offering online courses and programs.

64. 64 Sloan Report 2007 (Cont.)  Institutions that are the most engaged in online education cite increasing the rate of degree completion as a very important objective; this is not as important for institutions that are not as engaged in online learning.  Online is not seen as a way to lower costs; reduced or contained costs are among the least-cited objectives for online education.

65. 65 Sloan Report 2007 (Cont.)  The appeal of online instruction to non-traditional students is indicated by the high number of institutions which cite growth in continuing and/or professional education as an objective for their online offerings.

66. 66 Sloan Report 2007 (Cont.) 4.4 What are The Prospects for Future Online Enrollment Growth?  Much of the past growth in online enrollments has been fueled by new institutions entering the online learning the online learning arena. This transition is now nearing its end; most institutions that plan to offer online education are already doing so.

67. 67 Sloan Report 2007 (Cont.)  A large majority (69 percent) of academic leaders believe that demand for online learning is still growing.  Virtually all (83 percent) institutions with online offerings expect their online enrollments to increase over the coming year.

68. 68 Sloan Report 2007 (Cont.)  Future growth in online enrollments will most likely come from those institutions that are currently the most engaged; they enroll the most online learning students and have the highest expectations for growth.

69. 69 Sloan Report 2007 (Cont.) 4.5 What are the Barriers to Widespread Adoption of Online Education?  Academic leaders cite the need for more discipline on the part of online students as the most critical barrier, matching the results of last year’s survey.

70. 70 Sloan Report 2007 (Cont.)  Faculty acceptance of online instruction remains a key issue. Those institutions most engaged in online do not believe it is a concern for their own campus, but do not it as a barrier to move wide-spread adoption of online education.

71. 71 Sloan Report 2007 (Cont.)  Higher costs for online development and delivery are seen as barrier among those who are planning online offerings, but not among those who have online offerings.  Academic leaders do not believe that there is a lack of acceptance of online degrees by potential employers.

72. 72 5. Sloan Foundation eLearning Report 2008.  November 2008, Sloan Consortium released a report entitled. “Staying the Course: Online Education in the United States, 2008”. The report was based on survey results from over 2,500 colleges and universities in the US..

73. 73 Sloan Report 2008 (Cont.) 5.1 How Many Students are Learning Online?  Over 3.9 million students were taking at least one online course during the fall 2007 term; a 12 percent increase over the number reported the previous year.

74. 74 Sloan Report 2008 (Cont.)  The 12.9 percent growth rate for online enrollments far exceeds the 1.2 percent growth of the overall higher education student population.  Over twenty percent of all U.S. higher education students were taking at least one online course in the fall of 2007.

75. 75 Sloan Report 2008 (Cont.) 5.2 What is Impact of the Economy on Online Enrollments?  There is widespread agreement that higher fuel costs will lead to more students selecting online courses.  Institutions that offer programs to serve working adults are the most positive about the potential for overall enrollment growth being driven by rising unemployment.

76. 76 Sloan Report 2008 (Cont.) 5.3 Do Academic Leaders and Faculty Agree?  Both chief academic officers and online teaching faculty said that the flexibility in meeting the needs of students was the most important motivation for teaching online.  Being required to teach online had the lowest rated motivationin each group.

77. 77 Sloan Report 2008 (Cont.)  The largest difference in view is in the ranking of additional income as a motivation; chief academic officers ranked this second of seven items, faculty ranked it fifth.  Faculty ranking stressed student centered issues more so than the ranking of chief academic officers.

78. 78 Sloan Report 2008 (Cont.) 5.4Is Online Learning Strategic?  The proportion of institutions declaring that online education is critical to their long-term strategy shows a small decline for fall 2007.  The proportion of institutions that see online education as a critical part of their long-term strategy appears to have reached a plateau over the past several years.

79. 79 Sloan Report 2008 (Cont.) 5.5 What Disciplines are Best Represented Online?  There is roughly equal penetration for seven of the eight major discipline areas being examined.  Engineering is the only discipline area where online representation is much lower than for other areas.

80. 80 Sloan Report 2008 (Cont.)  Public institutions have the highest penetration rates for all disciplines other than engineering.  Associate’s institutions have a wide lead in online penetration for psychology, social sciences, and liberal arts.

81. 81 6. Sample eLearning Laws. 6.1 Thai Laws to Legalize eLearning. 6.2 The US Federal Internet Equity and Education Act of 2001. 6.3 US State-Level Law to Require eLearning.

82. 82 6.1 Thai Laws to Legalize eLearning.  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.

83. 83 Thai Laws eLearning (Cont.)  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.

84. 84 Thai Laws eLearning (Cont.)  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.

85. 85 Thai Laws eLearning (Cont.) - 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.

86. 86 Thai Laws eLearning (Cont.)  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. Bancha Saenghirun, the President. - Prof. Charmonman, the College CEO.

87. 87 Thai Laws eLearning (Cont.)  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.

88. 88 Thai Laws eLearning (Cont.)  November 26, 2003, the Ministry of University Affairs organized an open hearing on the eLearning law.

89. 89 Thai Laws eLearning (Cont.)  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. - The results were used in modifying the law.

90. 90 Thai Laws eLearning (Cont.)  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. - He proposed to the ASEAN Ministers that eLearning be promoted by all ASEAN member countries and the Ministers agreed.

91. 91 Thai Laws eLearning (Cont.)  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.

92. 92 Thai Laws eLearning (Cont.) - March 14, 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.

93. 93 Thai Laws eLearning (Cont.)  After 3 years, 5 ministers, and many revisions of the eLearning law.  October 2005. the decree to legalize eLearning in Thailand was published in the Royal Gazette.

94. 94 Thai Laws eLearning (Cont.)  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.

95. 95 Thai Laws eLearning (Cont.)  In 2006, AU offered three MS degree programs and Ph.D. in eLearning Methodology which is the first such Ph.D. in the world.

96. 96  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. 6.2 The US Federal Internet Equity and Education Act of 2001.

97. 97 * 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. Education Act of 2001 (Cont.)

98. 98  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. Education Act of 2001 (Cont.)

99. 99 6.3 US State-Level Law to Require eLearning.  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.

100. 100  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. US State-Level Law (Cont.)

101. 101 - Science. - Social Studies. - Visual and Performing Arts. - Health and Physical Education. - World Languages. US State-Level Law (Cont.)

102. 102  Effective April 2006, all Michigan students must take at least one eLearning course to complete all the requirements for Grade12. US State-Level Law (Cont.)

103. 103  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 (Cont.)

104. 104  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. US State-Level Law (Cont.)

105. 105 7. 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 offer complete eLearning degree programs.  The first university in the world to offer a Ph.D. program in eLearning Methodology.

106. 106  The College is housed in a 15 US$ million building named. “Srisakdi Charmonman IT Center” Case Study at AU (Cont.)

107.  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. 107

108. Case Study at AU (Cont.)  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. 108

109. Case Study at AU (Cont.)  March 2009, 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. 109

110.  There are over 300 students in the Master of Science in Management Program.  There are five majors: -Small and Medium Enterprise Management. - Human Resource Management. -Technology Management. -Strategic Marketing Management. - Business Management. Master of Science in Management. 110

111. Master of Science in Information and Communication Technology.  There are over 100 students in the Master of Science in ICT Program with 4 majors. - Information Technology. -Computer Communications and Network. -Computer Graphics and Animation. -Technology Management. 111

112. Master of Science in eLearning Methodology.  M.S. eLearning Methodology is an online learning master’s degree program. All courses are delivered online via a web-based learning management system (LMS).  This program will be offer in September 2009. 112

113. 8. Sample eLearning Policies. 8.1 Human Resource Policies. 8.2 Facilities and Network Policies. 8.3 Financial and Other Policies. 113

114. 8.1 Human Resource Policies.  In the college-level unit responsible for eLearning, there must be human resource policy. 114

115. Human Resource Policies (Cont.)  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. 115

116. Human Resource Policies (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. 116

117. Human Resource Policies (Cont.) 3) Administrative Officers:  Director of Network Operation Center.  Director of Radio and TV Courseware Production Center.  Director of Web-based Courseware Production Center. 117

118. Human Resource Policies (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.  Instructional technology. 118

119. Human Resource Policies (Cont.)  Audio-visual education to assist in systems instructional design, supervise and control media production.  Utilization and evaluation. 119

120. Human Resource Policies (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.  Developing and analyzing on-line and off-line test instruments based on objectives and learning experiences. 120

121. Human Resource Policies (Cont.) 6) Faculty Members: - Content Expert - Facilitating Instructor - Thesis Advisor 121

122. Human Resource Policies (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. 122

123. Human Resource Policies (Cont.)  Establish the contents of the course and the PowerPoint presentation.  Deliver the lectures in the studio to be videotaped and taped in voice.  Create the handout for students to download.  Set up online activities. 123

124. Human Resource Policies (Cont.)  Define all activities such as - exercises. - assignments. - reports. - quizzes. - examinations.  Set up assessment guidelines for the facilitating instructor to follow.  Develop many sets of examinations. 124

125. Human Resource Policies (Cont.)  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. 125

126. Human Resource Policies (Cont.) Facilitating Instructor:  Must hold at least a Master’s Degree in the area of his/her specialization with university teaching experience or equivalent. 126

127. Human Resource Policies (Cont.)  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. 127

128. Human Resource Policies (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. 128

129. Human Resource Policies (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. 129

130. Human Resource Policies (Cont.) Thesis Advisor:  Appointed and as required by the rules and regulations  Supervise not exceeding a number of graduate students both at the Master’s and Doctoral degree levels. 130

131. Human Resource Policies (Cont.) 7) Internet Personnel: Full-time Internet personnel are needed to perform the tasks of controlling and overseeing the use of Internet-based learning. 131

132. Human Resource Policies (Cont.) - Director: Should be appointed from those holding at least a Master’s Degree in the field of information technology or educational and communication technology. 132

133. Human Resource Policies (Cont.) - Internet Experts: Appointed from those holding at least a Bachelor’s degree in informational technology or educational and communication technology. 133

134. Human Resource Policies (Cont.) - Internet Specialists: Comprising Systems operators, System administrator, Webmaster, Web developer, Help desk assistants, Engineers, and Technicians. 134

135. Human Resource Policies (Cont.) - Supporting Staff: Other positions maybe required to support the Internet services. 135

136. 8.2 Facilities and Network Policies.  Physical Facilities Policy: Required for the personnel and the network operation center. For example, the College of Internet Distance Education of Assumption University. 136

137. Facilities and Network Policies (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. 137

138. Facilities and Network Policies (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. 138

139. Facilities and Network Policies (Cont.) - Two at Srisakdi Charmonman IT Center in Bangna Campus. - The other two at Huamark Campus or at the ISP. 139

140. Facilities and Network Policies (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. 140

141. Facilities and Network Policies (Cont.)  Software Policy: - Learning Management System (LMS). - eLearning Activities. 141

142. Facilities and Network Policies (Cont.)  Learning Management System (LMS) consista of at least 12 parts: (1) Homepage with navigation menu. (2) Learning centers. (3) Self Access Learning Resource. (4) External resource centers. (5) Laboratories. 142

143. Facilities and Network Policies (Cont.) (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. 143

144. Facilities and Network Policies (Cont.)  eLearning 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. 144

145. Facilities and Network Policies (Cont.) (4) Perform the assignments, activities and projects and submit them via the Internet for tutor-marking. (5) Sit in the examinations at the designated examination centers. 145

146. Facilities and Network Policies (Cont.) (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. 146

147. Facilities and Network Policies (Cont.)  To ensure the minimum required participation or attendance - Software must keep records of the log-in with date. - Time and time-intervals for each student’s participation during each learning session. 147

148. Facilities and Network Policies (Cont.)  This information should have sufficient details and made available to the facilitating instructor.  This will help determine the student - Learning progress. - Learning styles. - Commitment to his/her study. 148

149. 8.3 Financial and Other Policies. Financial policy is required for the eLearning providers:  The amount of initial investment and how to raise it.  The annual budget and the desired period to breakeven point.  Profit margin should also be stated. 149

150. Financial (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. 150

151. Financial (Cont.)  Bachelor’s Degree Programs seem to be less profitable than the Master’s Degree Programs.  Doctoral Degree Programs may not be profitable but have to be offered to keep the university in high standing. 151

152. 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. 152

153. Other Policies (Cont.) 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. 153

154. 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 eLearning mode, it can be completed in 18 months. 154

155. Other Policies (Cont.)  A Bachelor’s Degree may require 120 semester credits. - each credit 13 hours of lecture or 39 hours of work  The total hours of work required is 120 x 39 = 3,480. 155

156. Other Policies (Cont.)  If students do not work andares fully committed to studying, they can make 8 hours per day available.  Students would need 3,480 / 8 = 435 days or 435 / 30 = 14.5 months. 156

157. Other Policies (Cont.)  There maybe 12 terms or 4 quarters per year.  Student may choose to complete the term in 4 months, 3 months, 2 months, or 1 month. 157

158. Other Policies (Cont.)  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. 158

159. 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. 159

160. Other Policies (Cont.)  The evaluation of product: This must comprise the final examinations and final projects. 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. 160

161. Other Policies (Cont.) 5) Library Policy:  eLearning provider must have a present and future development plan for libraries for students, both conventional and eLibraries.  Existing libraries may be utilized but they should be converted to eLibraries. 161

162. Other Policies (Cont.)  Each library must make available at least five types of documentation and information: (1) eBooks/texts. (2) eJournals. (3) Databases. (4) Abstracts on-line. (5) Knowledge-base/databases. 162

163. 9. 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. 163

164. Concluding Remarks (Cont.)  Eventually, eLearning will be the main stream and class room learning supporting part.  In the State of Florida in the US, more than 50% of students are taking eLearning. 164

165. Concluding Remarks (Cont.)  In the State of Michigan, all high school graduates must take at least one eLearning course.  Assumption University of Thailand is the first and the only place to offer Ph.D. in eLearning Methodology. 165

166. Concluding Remarks (Cont.)  Universities in the US with both room eLearning and class room programs find that eLearning make more many than class room programs.  All countries are offering all in the process of offering eLearning. 166

167. Concluding Remarks (Cont.)  Therefore, Cambodia, Laos, Myanmar, Vietnam, and Thailand must offer eLearning at the University Level, K-12 Level, and Corporate Level for the benefits of all concerned. 167