Strategies for embedding eLearning in traditional universities: drivers and barriers

This paper addresses the question: how can elearning be embedded in traditional universities so that it contributes to the transformation of the university? The paper examines elearning strategies in higher education, locating the institutional context within the broader framework of national and international policy drivers which link elearning with the achievement of strategic goals such as widening access to lifelong learning, and upskilling for the knowledge and information society. The focus will be on traditional universities i.e. universities whose main form of teaching is on-campus and face-to-face, rather than on open and distance teaching universities, which face different strategic issues in implementing elearning. Reports on the adoption of elearning in traditional universities indicate extensive use of elearning to improve the quality of learning for on-campus students, but this has not yet translated into a significant increase in opportunities for lifelong learners in the workforce and those unable to attend on-campus. One vision of the future of universities is that ‘Virtualisation and remote working technologies will enable us to study at any university in the world, from home’. However, this paper will point out that realisation of this vision of ubiquitous and lifelong access to higher education requires that a fully articulated elearning strategy aims to have a ‘transformative’ rather than just a ‘sustaining’ effect on teaching functions carried out in traditional universities. In order words, rather than just facilitating universities to improve their teaching, elearning should transform how universities currently teach. However, to achieve this transformation, universities will have to introduce strategies and policies which implement flexible academic frameworks, innovative pedagogical approaches, new forms of assessments, cross-institutional accreditation and credit transfer agreements, institutional collaboration in development and delivery, and, most crucially, commitment to equivalence of access for students on and off-campus. The insights in this paper are drawn from an action research case study involving both qualitative and quantitative approaches, utilising interviews, surveys and focus groups with stakeholders, in addition to comparative research on international best practice. The paper will review the drivers and rationales at international, national and institutional level which are leading to the development of elearning strategies, before outlining the outcomes of a case study of elearning strategy development in a traditional Irish university. This study examined the drivers and barriers which increase or decrease motivation to engage in elearning, and provides some insights into the challenges of embedding elearning in higher education. While recognising the desirability of reaching out to new students and engaging in innovative pedagogical approaches, many academic staff continue to prefer traditional lectures, and are sceptical about the potential for student learning in online settings. Extrinsic factors in terms of lack of time and support serve to decrease motivation and there are also fears of loss of academic control to central administration. The paper concludes with some observations on how university elearning strategies must address staff concerns through capacity building, awareness raising and the establishment of effective support structures for embedding elearning

Implications of Brain Research for Adult Open and Distance Learning in Asia

アジアの高等教育の開放遠隔学習（ODL）は驚くべき成長を享受しており，新しい提供形態が開発され，新しいプログラムや機関が作られ，輸出入の流れが拡大している．しかし，アジアのODL教育者の教え方には変更の余地があり，そのためには成人学習者の学び方をさらに理解する必要がある．本稿では，成人学習者を対象としたアジアのODLの実践を検証し，成人の学び方を理解する上での脳研究の意義を論じ，アジアという文脈で成人学習者の教育法を変えていくことに対する成人教育学的な意義を検討する．最後に将来のアジアのODLに向けた提言を述べる．Open and distance learning (ODL) is enjoying phenomenal growth in Asian higher education, new forms of provision are being developed, new programs and institutions are being created, and the flow of import and export is being expanded. However, there is still need to change how Asian ODL educators teach, which requires a better understanding of how adult learners learn. This paper examines practices of Asian ODL for adult learners, discuss implications of brain research to understand how adults learn and explore and ragogical implications for changing how we teach adult learners in the context of Asia. It concludes with a set of recommendations for future Asian ODL

Enhancing Learning Quality and Student Engagement: Utilizing Digital Technology in Islamic Education

The progression of science and technology has ushered in an era where knowledge, technology, and information have become inextricably intertwined with the realm of education. This prevailing reality underscores the imperative for Islamic universities to proficiently institute pedagogical management strategies. The primary objective of this study is to comprehensively examine and critically analyze the pivotal role of technology-driven digital learning within the domain of Islamic Religious Education (PAI). To achieve this objective, the study employs a qualitative research approach, utilizing the methodology of a thorough literature review. The findings of this research assert that the incorporation of digital technology in the realm of Islamic Religious Education unequivocally augments the overall quality of the educational experience while concurrently enhancing student engagement. It is imperative to recognize that educators, particularly lecturers, wield a pivotal influence in cultivating the requisite proficiencies and knowledge base among students. The innovation encompassed within technology-based digital learning encompasses the stages of discovery, development, and dissemination of digital technology utilization. The components encompassing digital content, curriculum design, faculty training, and the requisite supporting infrastructure collectively constitute indispensable facets in the evolution of digital technology. Inarguably, digital technology serves as an instrumental catalyst in heightening student engagement and optimizing the efficacy of the learning process. However, it is of paramount significance to underscore that the role of lecturers remains pivotal, as they assume the multifaceted functions of facilitators and adept learning manager

Exploring the Influence of Beliefs of Instructors on Adoption of Technology in Teaching

The implementation of Emergency Remote Teaching (ERT) due to Covid-19 pandemic resulted in classes being taught online.  This research study examines computer-mediated instruction as it is influenced by beliefs of English-language instructors, and how those instructors make sense of their beliefs regarding computer-mediated online instruction tools.  An Interpretative Phenomenological Analysis (IPA) research design was used.  English-language instructors employed full-time in universities in Tokyo participated in this study.  It appeared that each instructor’s beliefs interacted in a complex manner to technology which impacted instructors’ teaching practices related to the use of computer-mediated instruction.  It revealed a multifaceted relationship between what instructors’ think and what they do in class in relation to computer-mediated tasks.  Findings of this study suggest that English language instructors are navigating competently, yet cautiously in the digital age.  This study suggests technology integration into the English language curriculum will require a greater collaborative effort by relevant stakeholders in recognizing instructors’ beliefs as vital to technology acceptanc

Jomon Reflections

A fully illustrated introduction to the archaeology of the Jomon period in Japan, this book explores the complex relationships between Jomon people and their rich natural environment. From the end of the last Ice Age 12,000 years ago to the appearance of rice agriculture around 400 BC, Jomon people subsisted by hunting, fishing and gathering; but abundant and predictable sources of wild food enabled Jomon people to live in large, relatively permanent settlements, and to develop an elaborate material culture. This book explores thematic issues in Jomon archaeology: the appearance of sedentism in the Japanese archipelago and the nature of Jomon settlements; the invention of pottery and the development and meaning of regional pottery styles; social and spiritual life; as well as the astronomical significance of causeway monuments and the conceptualisation of landscape in the Jomon period. These ideas are considered in the light of current work in the European Mesolithic and Neolithic, setting Jomon archaeology within a global context. The book draws extensively on new archaeological information from various parts of Japan, including the sites of Sannai Maruyama, Isedotai, Komankino among others. Extensive color illustrations provide a vivid demonstration of Jomon ideology and creativity

The Quality Of Saudi Accreditation Standards For Distance Learning: Benchmarking And Expert Validation

The quality of distance learning is a concern among different stakeholders. An online learning degree is recognized in some countries while it is not accredited in others. Saudi Arabia is one of these countries that have skepticism in the quality of distance learning. It also has specific conditions for accrediting distance learning programs. Saudi Arabia recently has developed accreditation standards to ensure the quality of this learning mode but Saudi universities have not adopted the standards yet. Thus, the quality of these standards has not been tested yet. Therefore, this study investigates the quality of these standards by applying the methodology of benchmarking to compare their quality to frequently cited quality models for online learning and to aspirational countries in the West (US, UK, and Australia) and to peer countries in Asia (South Korea, Malaysia, and Sri Lanka) and Arabic Region (Jordan and United Arab Emirates (UAE)). It also explores the differences and similarities in the regulations of distance learning accreditation between these 8 countries and Saudi Arabia. The study also validates the standards in a survey design using experts’ rating to the relevance and importance of the Saudi standards for quality distance learning. The findings revealed an overall quality of the Saudi standards based on benchmarking and experts’ rating. Suggestions have been made to improve or change very few quality indicators. The regulations and rules for accrediting distance learning in Saudi Arabia are found to be strict in comparison to other countries. Therefore, the study also recommended policy makers in Saudi Arabia to adopt some of the regulations and standards of distance learning accreditation available in some of the aspirational and peer countries. Other recommendations have been suggested to different stakeholders including higher education institutions, instructional designers, and program directors

Design and Implementation of a Process Model for Multinational E-learning in Higher Education: A Case Study of the ASEAN Cyber University Establishment Project

国際基督教大学2013年