Critical Success Factors In Crafting Strategic Architecture for
E-Learning at H.P. University
Indrajit Bhattacharya, Professor , International Institute of Health Management Research
Scholar, Birla Institute of Technology, Ranchi, Noida Campus : indrajitbhat@gmail.com
Dr.Brajendra Jha, Professor, Birla Institute of Technology, Ranchi, Noida campus :
brajendrajha44@yahoo.co.in
Dr.Kunal Sharma, DOEACC Centre, Chandigarh : sharmakunal0099@yahoo.com
Abstract
Purpose: - The purpose of the paper is to demarcate the critical success factors for
crafting a strategic architecture for E-learning at H.P. University
Design/methodology/approach- A descriptive survey type of research design was
utilized. An empirical study was conducted on students attending Personal Contact
Programs (PCP) so as to educe the significance of E-learning in distance education
programmes.
Findings –It was ascertained that that the present practices of instruction are satisfactory
at PCPs and resource persons at PCPs don’t have curiosity in the ICT program though the
learners are ICT savoir-faire, and there is no regular electricity supply, ample facilities
and consumables for the usage.
Research Limitations-Although an empirical study was carried out, the respondents
sometimes don’t divulge the information and maintain secrecy.
Practical implications-The article addresses the critical success factors in crafting a
strategic architecture for E-learning at H.P. University because E-learning is vital for PCP
students since they lose contact with their teachers after PCP programmes.
Originality/value-The article addresses the critical success factors for implementing ELearning in conventional university environment.
Article Type-Research Paper
Keywords: E-learning, Strategy, Strategic Architecture, Critical success factors,
Education
The Chancellor in his convocation address accentuated the role of E-Learning
towards fabricating a knowledge economy. H.P. University must also become a vital
element of it. In the first half of nineties, a vice-chancellor, possessing scientific
academic background took over and he devised a rough plan of internationalizing the
Directorate of Correspondence Courses by rechristening it as International Centre for
Distance and Open Learning (ICDEOL).
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The strategic architecture for E-Learning in H.P. University is illustrated below:
Announcement of VC
in Academic and
Executive Council
Training of ICT in
Academic Staff
College
Campus Area Network
of H.P. University
Linkage with
EDUSAT and
INFLIBNET
Use of CD’s,Ebooks
and EJournals
Initiative of Director
of UIIT and IMS
towards
computerization
DataOne Connections
of Bharat Sanchar
Nigam Ltd.
Wi Fi Connections for
laptops
Proposal of
multimedia labs
ICT activities of
ICDEOL and COE
wing
500 Networked
Machines
Networked Hardware
INTENT
Convocation address
of the Chancellor
PowerPoint
presentations
VISION STATEMENT
Figure 1 Strategic Architecture of E-Learning for H.P. University
Strategic Architecture is perceived as work in progress. (Hamel and Prahalad, 1994). The
existing and new-fangled strategies for devising a strategic architecture for E-learning are
represented below:Table 1 Current strategy and New Strategy
Current Strategy
New Strategy
To learn what worked well in the past
To unlearn what worked well in the past allowing
room for creativity in the future
To develop the foresight to see the markets of
tomorrow
To build a strategic architecture around which
competencies of future can be built
Compete for control of a industry’s future direction
Compete as a part of coalition of businesses
working together
To focus on positioning in current markets
To develop detailed strategic plans
Compete for market share of an existing industry
Compete as a standalone business organization
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The operationalization of core pedagogies is illustrated below:-
Figure 2 Operationalization of core pedagogies
Critical Success Factors
Acceptance Concerns
According to Sitkin et. al. (1992), ICT has symbol carrying potential such that the
users recurrently are thought to have explicit status in using it. Firstly, learners in
numerous contexts are components of a “social network,” where conflicts are managed in
a non confrontational way. Secondly, the hierarchical structure of a culture utilizes
technology a status symbol. Thirdly, oral customs in some contexts employ premeditated
and prearranged face-to-face(f-2-f) meetings, visits, and the telephone as primary modes
of communication, although E-Learning (or e-mail based on written tradition) are
convoluted and are hardly ever used (Barron, 2000).
Blending Requirements
While the necessities of educational institutions such as universities and ELearning content providers are fundamental, the requirements of end users (i.e., the
learners) must be taken into bearing the design and advancements of the technology. To
such an end, Vaughan et. al. (2004) imply that E-Learning, as with any learning, is
ordained to fail when it is fruitless to focus on learners. Access and utilization must be
satisfactory even when it means spending remarkable amount of time on homework so
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that students can acclimatize themselves with the curricula and the technology.Blended
learning options matrix is portrayed below:-
Figure 3 Blended learning options matrix
Change Agents and Responsibilities
E-Learning content providers (mutually in-house and third-party) require grasping
that they are change agents and, accordingly, necessitate making the change process for
e-learners as uncomplicated as feasible.
The deployment of translation/interpretation software has been recommended
(Selinger, 2004), but this software is not effortlessly available across contexts and, more
conspicuously, it is still deficient in precision and accuracy.
Aiding Use of Technology
An added planned gain to getting users to utilize technology that could be tailored
to E-Learning setting is the prerequisite to authorize students to bring into play
technology for reasons other than the selected rationale, as far as it does not flout legal or
ethical uses. In web-based E-Learning environments, shortage of technological standards
is due to the nature of the Internet-because of its worth of being platform independent,
this also connotes that we don’t control how the materials look closely on machines or
using operating systems dissimilar from those utilized to develop the materials
(Mallak,2001).Networked educational environment in the context of H.P. University is
illustrated below:-
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Figure 4. Networked Educational Environment at H.P. University
Instructors’ Responsibilities
Instructors require being receptive of their precise and varying roles in the ELearning environment. Firstly, the “one size fits all” teaching is not going to be
flourishing with contrasting learning styles. The instructor’s conscientiousness would
have to move towards that of a learning facilitator and a coach (Brussee et al., 2003;
Selinger, 2004), denoting that instructors only come in as mandatory. The responsibility
of the faculty in E-learning is momentous. Statistics on the failure rates for e-learning
courses fluctuate—between 30-75% of students fail to complete e-learning courses (Hill,
2000).
The proposed E-learning subsystem of H.P. University is portrayed below:-
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Figure 5. Proposed E-learning Subsystem of H.P. University
A study was performed on the students present at PCPs to bring forth the
effectiveness of the present system of instruction and the deployment of ICT for Elearning. The mean value of 2.50 was used for the decision, such that the mean value less
than 2.50 was considered as “Disagree,” and the value corresponding to or above 2.50
was regarded as “Agree.”
AN EMPRICAL STUDY OF ICDEOL
Table 2 Mean responses on current practices of instruction
Statement
The system of appraisal is acceptable.
Mean Score
2.714285714
Decision
Agree
The planning and monitoring of support
services are good.
2.571428571
Agree
Resource persons give assistance
encourage observations on assignments.
and
2.514285714
Agree
Appropriate mass media viz. radio, TV and
newspaper is used to provide pertinent
information
2.257142857
Disagree
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Table 3 Mean responses on sufficiency of human resources for conducting
PCPs
Statement
Knowledgeable resource persons having
practical experience are selected for
PCPs in the related subject.
Mean
Decision
Agree
2.857142857
The course content at PCPs contains all
the modern ICT courses.
Disagree
2.228571429
Resource persons conducting PCPs are
exposed to ICT and emphasized all areas
of ICT to students in my university.
Disagree
2.2
.
Table 4 Mean responses on utilization of ICT equipment, instructional lesson plans
and method of teaching at PCPs
Statement
Mean
Decision
The resource persons appointed for
PCPs are not ICT literate.
2.885714286
Agree
The students who attend the PCPs are
ICT savvy.
2.714285714
Agree
The number of computers provided for
training/studies and practical exposure
is enough.
1.6
Disagree
There is availability of Internet
connection for browsing, fax machine,
functioning telephone lines, etc at PCP
centres.
1.685714286
Disagree
Funds are made available for purchase
of audio-visual teaching aids and
consumables.
2.285714286
Disagree
A commencement of a blended learning strategy which is recommended is as
follows:-
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Figure 6.Components of a blended learning strategy
Before a higher educational institution such as H.P. University can ponder
regarding the content of the blended learning strategy, it is suggested to scrupulously
reveal about the learner needs, the institutions core competences. It has two elements:
The nub of the strategy mandates decisions on the selection of learner groups and on the
core curriculum and learning settings concerning educational technology, which is
represented by the product-market combination in the center of the model.
Conclusion
For the fruitful implementation of strategic architecture for E-learning these
concerns require consideration from those developing a strategic architecture for Elearning else E-learning realization at H.P. University will be a disappointment. Since
distance students’ notion of value entwines learning and technology, it is crucial that
distance administrators recommend, and faculty use, the available technology in the
distance program.
References
Barron, T. (2000). “Getting IT support for e-learning.” Training and Development, Vol 54 No.12, pp.32–37.
Brussee, R., Grootveld, M., and Mulder, I. (2003). “Educating managers, managing education:Trends and impacts of tomorrow’s
technologies.” In C. Wankel and R.
Hamel,G. and Prahalad,C.K.(1994).Competing for the Future, Harvard Business School Press ,Boston
Hill, J. R. (2000). Online learning communities: If you build them, will they stay? ITFORUM.(Online) Available at:
http://it.coe.uga.edu/itforum/paper46/paper46.htm(accessed June 10 2008 )
Mallak,L.A.(2001)” Challenges in implementing e-learning “In International Conference on. Management of Engineering and
Technology, 2001. PICMET '01. Portland
Vaughan, K., and MacVicar, A. (2004). “Employees’ pre-implementation attitudes and perceptions to E-Learning: A banking case
study analysis.” Journal of European Industrial Training, Vol 28,No. 5 pp.400-413.
Selinger,M(2004)” Cultural and pedagogical implications of a global e-learning programme”, Cambridge Journal of Education, Vol
34,No 2,pp 223-239
Sitkin, S. B., Sutcliffe, K. M., and Barrios-Choplin, J. R. (1992).” A dual capacity model of situations”. Communication Studies, Vol
22 , pp. 72-88.
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