Development of E-learning in higher education and future directions

The present paper is based on the work of the ‘Future of E-Learning Group’, a constituent of the EUNIS E-Learning task Force. The group has set up a number of tasks to fulfill its role, one of which, is seeking and disseminating information on the development of e-learning with a view to ensuring the right guide is provided for progress into the future. In our work to date, in this era of globalization, we question the ability of present university systems to respond adequately and appropriately to complex demands of an Information Economy. There’s increasing involvement of private sector in higher education. The effects on future learning on the use of varying tools as well as the design of competency-based performance in e-learning have been reported (Wolrery et al, 2000; Sluijsmans et al, 2006). Several multimedia learning systems are being developed for use as future interactive educational tools (Low et al, 2003). New thinking is required for the new relationships that are being developed between creative subjects and technology when we consider the nature of universities in their present state of existence as public sector institutions. The university of the future can be perceived as a setup, based on international trade in educational services, with universities fulfilling the functions of licensing, quality assurance and cultural custodianship. The pressent paper discusses some of these issues and reports on the future directions of e-learning as they relate to higher education

Technology-enhanced learning on campus: insights from EUNIS e-Learning Task Force

In 2010 the EUNIS e-Learning Task Force (ELTF) members collaborated on a review of tools and technologies in use across our member institutions. One of the key features of that paper was the use of technology to give off-campus learners, such as distance learners, those undertaking field studies and learners in the workplace a richly supported learning experience. Building on the success of that collaboration, the ELTF members have turned their attention this year to the use of technology on campus. Whilst technology and distance learning go hand in hand, universities are often slower to take advantage of the possibilities offered by technology to enrich the learning that takes place in our lecture theatres and classrooms. The reasons for this are often cultural as much as financial or technical. Drawing on experience from across the EUNIS member nations we take a look at the types of tools, learning resources and learning activities that are being used to enhance the traditional curriculum, promote deeper learning and bridge the learning that takes place inside and outside the classroom. We look at a range of innovative projects and the benefits they have delivered, ways of overcoming the barriers to technology-enhanced learning on campus and we speculate about the role and function of the campus of the future

E-learning development tendencies in higher education and future directions

Teachers and students in higher education are coming to realize that to become competent practitioners there is need to take advantage of up-to-date digital technologies and learning practices. Learning process requires measurement and evaluation of students behaviour. In the case of e-learning, evidence is sought for improvements resulting from the use of online tools and processes desired to achieve a given set of learning outcomes. In this 21st century, knowledge is fast becoming a powerful engine in life. The visions, innovations, and inventions are the building blocks of developing knowledgeable and sustainable society. E-learning has facilitated the use of a plethora of internet and web-based applications as the method of communication with a distributed audience. Therefore, institutions of higher learning are constantly venturing into new and innovative methods and are radically changing the educational practice making it competitive. This paper examines how emerging technologies and e-learning are being used in education to create a major shift in the educational service paradigm that promises major advantages over the traditional distance learning and face-to-face systems. The authors present developments in distance education and e-learning whilst clarifying the similarities and differences between them. We identify factors affecting development of e-learning systems and examine the implementation of some systems in pervasive distributed computing environments. For everyone everywhere, the present developments in e-learning spells more access for learners, cautionary expansion for universities, and accelerated learning and influences for the future. The future directions is such that the higher educational system of the future and especially in Europe must aim to meet human development needs with elearning playing some major parts through promotion of access and widening participation in knowledge and skills acquisition. In order to support learning in evolving dynamic environments, several factors must be taken into consideration. These range from policies, strategies, the current education environments and business needs as well as the specific discipline being studied. Since the advent of e-learning and its eventual implementation in higher education, the world of learning for both the advanced nations and emerging economies have witnessed an upsurge in the number and types of students who are now engaged in pursuit of studies at institutions of higher learning. This paper reports on issues relating to expectations of the university of the future and the future of universities

The state of the nations: current and future developments in technology-enhanced-learning

Right across Europe technology is playing a vital part in enhancing learning for an increasingly diverse population of learners. Learning is increasingly flexible, social and mobile and supported by high quality multi-media resources. Institutional VLEs are seeing a shift towards open source products and these core systems are supplemented by a range of social and collaborative learning tools based on web 2.0 technologies. Learners undertaking field studies and those in the workplace are coming to expect that these off-campus experiences will also be technology-rich whether supported by institutional or user-owned devices. As well as keeping European businesses competitive, learning is seen as a means of increasing social mobility and supporting an agenda of social justice. For a number of years the EUNIS e-Learning Task Force (ELTF) has conducted snapshot surveys of e-Learning across member institutions, collected case studies of good practice in e-learning (see Hayes et al 2009 in references), supported a group looking at the future of e- Learning and showcased the best of innovation in its e-Learning Award. Now for the first time the ELTF membership has come together to undertake an analysis of developments in the member states and to assess what this might mean for the future. The group applied the techniques of World Café conversation and Scenario Thinking to develop its thoughts. The analysis is unashamedly qualitative and draws on expertise from leading universities across eight of the EUNIS member states. What emerges is interesting in terms of the common trends in developments in all of the nations and similarities in hopes and concerns about the future development of learning