eLearning: The Big Picture.
Prof.Dr. Srisakdi Charmonman
Chief Executive Officer
College of Internet Distance Education
Assumption University of Thailand
charm@ksc.au.edu
www.charm.au.edu
Keynote address, Training for Executives of Hanoi Open University
“eLearning Methodology Process and Management Training”,
Srisakdi Charmonman IT Center, Assumption University
1
Bangna Campus, June 4-8, 2007
eLearning: The Big Picture.
1. Introduction.
2. Five Generations
of Distance Education.
3. Sloan Foundation eLearning Report 2005.
4. Sloan Foundation eLearning Report 2006.
5. Sample eLearning Laws.
6. Case Study at Assumption University.
2
eLearning: The Big Picture (Cont.)
7. Sample eLearning Policies.
8. Concluding Remarks.
3
1. Introduction.
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.
4
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.
5
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.
6
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).
• Capella University is the first virtual
university to enter Nasdaq.
7
Introduction (Cont.)
• 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).
8
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 May 2006, CIDE of AU offers:
- MS in Management.
- MS in Information
and Communication Technology.
- Ph.D. in eLearning Methodology.
9
Searching Google for
“Ph.D. in eLearning Methodology”
10
Searching Google for
“Ph.D. in eLearning Methodology”
• Found 7 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.
11
Introduction (Cont.)
• To promote eLearning in Thailand,
the author includes the subject
in his 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.
12
Introduction (Cont.)
• July 2006,
the International Biographical Centre
in Cambridge, England named
Prof.Dr. Srisakdi Charmonman
“ The Father of Thai E-Learning”
13
The Father of Thai E-Learning
by the International Biographical Centre.
14
Searching for “e-Learning”
provides 224,000,000 entries
15
About 450 Million Internet Hosts
in the Year 2007
16
World Internet Usage
and Population Statistics.
World Regions
Population
(2006 Est.)
Internet
Usage,
Latest Data
%Population
(Penetration)
Usage %
of World
Usage
Growth
2000-2005
Africa
915,210,928
23,649,000
2.6%
2.3%
423.9%
Asia
3,667,774,066
380,400,713
10.4%
36.5%
232.8%
Europe
807,289,020
294,101,844
36.4%
28.2%
179.8%
Middle East
190,084,161
18,203,500
9.6%
1.7%
454.2%
North America
331,473,276
227,470,713
68.6%
21.8%
110.4%
Latin
America/Caribbean
553,908,632
79,962,809
14.7%
7.8%
350.5%
Oceania/Australia
33,956,977
17,872,707
52.6%
1.7%
134.6%
WORLD TOTAL
6,499,697,060
1,043,104,886
16.0%
100.0%
189.0%
17
World Internet Usage.
• Over 1 billion Internet users,
16% of world population.
• Largest penetration rate of 68.6%
in North America,
227 million users from 331 millions population.
• Largest number of Internet users is in Asia,
380 million users from 3.6 billion population,
(but only 10.6% of the population
which is far less than 68.6% in North America.)
18
1.1 Definitions of eLearning by Sloan.
There are many definitions of eLearning.
Searching for “define: elearning”
from Google, four sources were founded.
19
Searching for “define: elearning”
from Google, four sources
20
Definitions of eLearning by Sloan.
(Cont.)
• From <en.wikipedia.org/wiki/Eleaarning>,
“E-learning most often means an approach
to facilitate and enhance learning
through the use of devices
based on computer
and communications technology”
21
Definitions of eLearning by Sloan.
(Cont.)
• From the web <www.conferzone.com/resource
/glossaryop.html>,
“Online Learning” is the same as “eLearning”.
• From the web
<www.intelera.com/glossary.html>,
“Online Learning” has the same meaning as
“eLearning”.
22
Definitions of eLearning by Sloan.
(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.
Four types of learning.
1) Traditional Learning.
2) Web Facilitated Learning.
3) Blended/Hybrid Learning.
4) Online Learning or eLearning.
23
Four Types of Distance Education.
Proportion
of Content
Delivered Online
0%
1 to 29%
30 to 79%
80+ %
Type of Courses
Typical Description
Traditional
Course with no online technology used-content
is delivered in writing or orally.
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.
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.
Online or
eLearning
A course where most of all of the content is delivered
online. Typically have no face-to-face meetings.
24
Four Types of Distance Education.
1) Traditional Learning: 0% Online
Course with no online technology used.
Content is delivered in writing or orally.
25
Four Types of Distance Education
(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.
26
Four Types of Distance Education
(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.
27
Four Types of Distance Education
(Cont.)
4) Online or eLearning: 80 - 100%Online
A course where most
of all of the content is delivered online.
Typically have no face-to-face meetings in the
traditional sense
(May use webcam or VDO conference ).
28
1.2 U.S Universities
with eLearning Degrees.
• The university with the largest number
of eLearning students is Phoenix
with more than 140,000 students.
• Phoenix made about 150 US$ million
net profit per year.
• Baker College has the second largest
enrollment of about 101,000 students.
29
Sample U. S. Universities Offering
eLearning Courses.
University
Year Started
eLearning
Phoenix
1989
Number
of eLearning
Courses
23 programs
Number of
ELearning
Students
140,000+
Baker College,
Auburn Hills
Maryland
1994
252 programs
101,000+
1993
597 programs
37,000+
Arizona State
1996
358 programs
16,900+
Capella
1996
675 programs
12,000+
Brigham Young
1997
178 programs
10,000+
Boston
1985
44 programs
5,400+
Missouri-Columbia
1996
265 programs
2,700+
Stanford
1997
228 programs
(Not mentioned)
30
Searching for
“US Universities eLearning Statistics”
31
US Universities with eLearning Programs
32
2. Five Generations
of Distance Education.
•
•
•
•
First generation: “The Correspondence Model”
Second generation: “The Multimedia Model”
Third generation: “The Telelearning Model”
Fourth Generation:
“The Web-based Learning Model”
• Fifth Generation:
“The Internet Distance Education Model”
33
First Generations of Distance Education.
First Generation
The Correspondence Model
 Print
 Poster mail
34
The First Generations
of Distance Education (Cont.)
The first generation:
• Started in the late 1800’s and early 1900’s
• Was known as “correspondence study”
using postal mail.
• The students and instructors
communicated through writing
and postal mail.
35
The First Generations
of Distance Education (Cont.)
In the early 1900’s
• Baltimore’s Calvert School
was the first elementary school to offer
correspondence study.
• University of Chicago
was the first university
to offer correspondence study.
36
The First Generations
of Distance Education (Cont.)
• As a matter of fact, correspondence study
can be offered through the Internet
by using email instead of the postal mail
which is referred to as “snail mail”
to indicate its slow speed
comparing to the Internet.
37
The Second Generations
of Distance Education.
Second Generation




The Multimedia Model
Print
Audiotape
Videotape
Computer-based learning, e.g.
- CML (Computer-Managed Learning)
- CAL (Computer-Assisted Learning)
 Interactive video (disk and tape)
38
The Second Generations
of Distance Education (Cont.)
The second generation:
• Is called the “Open Universities”
which started in 1970’s.
• The British Open University delivered the course
information via radio and television.
• The philosophy of “anyone, anytime, anywhere”
was adopted by open universities.
39
The Second Generations
of Distance Education (Cont.)
• Any person may enroll in courses without
regard to prior experience or education.
• A student can begin and complete a course
without time restrictions.
• Coursework and study is done anywhere
the student chooses.
40
Third Generations of Distance Education.
Third Generation
The Telelearning Model




Audioteleconferencing
Videoconferencing
Audiographic Communication
Broadcast TV/Radio
and Audioteleconferencing
41
Third Generations of Distance Education
(Cont.)
• Started in 1980’s with videotape, broadcast,
satellite, and cable.
• Large organizations
like the US Department of Defense
invested large sum of money
to set up satellite network
for training purposes.
42
Third Generations of Distance Education
(Cont.)
• In 1981, PBS
(Public Broadcasting Service)
Adult Learning Service (ALS)
joined with 190 public television stations
and about 2,000 colleges
to offer over 80 telecourses for credit
with enrollment of over 470,000 students.
• In 2005, PBS dropped out of the project.
43
Third Generations of Distance Education
(Cont.)
• In addition to telecourses for college degree,
ALS also offers more than 1,000 hours
of satellite programming
for professional development,
adult literacy
and other distance learning topics.
44
Fourth Generations of Distance Education.
Fourth Generation
The Web-based Learning Model
• Interactive multimedia (IMM)
• Internet-based access to WWW resources
• Computer-mediated communication
45
Fourth Generations of Distance Education
(Cont.)
• The fourth generation: is “Web-based”
or through the Internet.
• Providing instructions
via the World Wide Web.
• Business travelers
and students in isolated areas
can enjoy interactive classrooms
no matter where they are and what time it is.
46
Fifth Generations of Distance Education.
Fifth Generation
The Internet Distance Education Model
 Interactive multimedia (IMM)
 Internet-based access to WWW resources
 All facilities of the Internet
47
Fifth Generations of Distance Education
(Cont.)
The fifth generation
or Internet Distance Education.
• Offers the potential to decrease significantly
the cost of online learning.
• Increase significantly access to education
and training opportunities worldwide.
• Delivers a quantum leap in economy
of scale and associated cost-effectiveness.
• All existing and any new facilities
of the Internet could be used.
48
3. Sloan Foundation
eLearning Report 2005
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.
49
Sloan Consortium
50
Sloan eLearning Report 2005 (Cont.)
3.1 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.
51
Sloan eLearning Report 2005 (Cont.)
3.2 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,
while only 62% use full-time
classroom-based instructors in classroom mode.
52
Who is Teaching Online (Cont.)
• 74% of public colleges
use full-time classroom-based instructors
to teach in eLearning mode,
while only 61% use full-time classroom-based
instructors in classroom mode.
53
Sloan eLearning Report 2005 (Cont.)
3.3 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.
• In 2005, 72% of Associates Degree institutions
identify eLearning
as a critical long-term strategy,
compared to 58% in 2003.
54
Sloan eLearning Report 2005 (Cont.)
3.4 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.
• eLearning enrollment growth rate is over 10 times
that projected by the National Center
for Education Statistics
for the general postsecondary student population.
55
Sloan eLearning Report 2005 (Cont.)
3.5 What Else Do Chief Academic Officers
and Faculty Believe About Online Education?
There are some good news:
• It is no harder to evaluate eLearning course
than classroom-based course.
• It takes more effort to teach online.
56
Sloan eLearning Report 2005 (Cont.)
What Else (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.
57
4. Sloan Foundation
eLearning Report 2006

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.
58
Sloan Foundation
eLearning Report 2006 (Cont.)
4.1 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.

The more than 800,000 additional
online students is more than twice
the number added in any previous year.
59
Sloan Foundation
eLearning Report 2006 (Cont.)
4.2 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.

Online students, especially undergraduates,
are more likely to be studying
at Associates institutions
than are their face-to-face contemporaries. 60
Sloan Foundation
eLearning Report 2006 (Cont.)
4.3 What Types of Institutions
Have Online Offerings?

More than 96 percent
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.
61
Sloan Foundation
eLearning Report 2006 (Cont.)
What Types of Institutions
Have Online Offerings? (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.
62
Sloan Foundation
eLearning Report 2006 (Cont.)
What Types of Institutions
Have Online Offerings? (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).
63
Sloan Foundation
eLearning Report 2006 (Cont.)
4.4 Have Perceptions of Quality Changed
for Online Offerings?

In 2003, 57 percent
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 percent,
a small but noteworthy increase.
64
Sloan Foundation
eLearning Report 2006 (Cont.)
Have Perceptions of Quality Changed
for Online Offerings? (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 percent since 2003
from 12.1 percent in 2003 to 16.9 percent.
65
Sloan Foundation
eLearning Report 2006 (Cont.)
4.5 What are the Barriers to Widespread Adoption
of Online Education?
 Only 4.6 percent 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.
66
Sloan Foundation
eLearning Report 2006 (Cont.)
Barriers to Widespread Adoption
of Online Education? (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.
67
5. Sample eLearning Laws.
5.1 Thai Laws to Legalize e-Learning.
5.2 The US Federal Internet Equity
and Education Act of 2001.
5.3 US State-Level Law to Require
eLearning.
68
5.1 Thai Law 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.
69
Thai Law to Legalize 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.
70
Thai Law to Legalize 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.
71
Thai Law to Legalize 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.
72
Thai Law to Legalize 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.
73
Thai Law to Legalize eLearning
(Cont.)
• In his capacity 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.
74
Thai Law to Legalize eLearning
(Cont.)
• On November 26, 2003,
the Ministry of University Affairs organized
an open hearing on the eLearning law.
75
Thai Law to Legalize eLearning
(Cont.)
• In his capacity 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.
76
Thai Law to Legalize eLearning
(Cont.)
• In August, 2004,
Prof. Charmonman was elected Chairman
of e-ASEAN Business Council.
- At that time, the Thai Government
has 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.
77
Thai Law to Legalize eLearning
(Cont.)
• Prof. Charmonman
sent many letters to the authorities.
- Dated 23 September 2002, he sent a letter
to the Minister requesting permission
for AU to offer eLearning.
- Dated 15 September 2003, he sent a letter
to the Prime Minister
to speed up the eLearning decree.
78
Thai Law to Legalize eLearning
(Cont.)
- Dated 14 March 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.
79
Thai Law to Legalize eLearning
(Cont.)
 After 3 years, 5 ministers,
and many revisions of the eLearning law
• In October 2005.
the decree to legalize eLearning in Thailand
was published in the Royal Gazette.
80
Thai Law to Legalize eLearning
(Cont.)
• In 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.
• In 2006, AU offered three MS degree programs
and Ph.D. in eLearning Methodology
which is the first such Ph.D. in the world.
81
5.2 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% Rule”
and the“12-Hour Rule”.
* The “50% Rule” required students
to take at least 50%
of learning in the classrooms.
82
The US Federal Internet Equity
and 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.
83
The US Federal Internet Equity
and Education Act of 2001 (Cont.)
• The “12 Hour Rule” were killed
by the Internet Equity
and Education Act of 2001.
84
The US Federal Internet Equity
and Education Act of 2001 (Cont.)
• 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.
85
5.3 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.
86
US State-Level Law
to Require eLearning (Cont.)
• On 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.
- Science.
87
US State-Level Law
to Require eLearning (Cont.)
- Social Studies.
- Visual and Performing Arts.
- Health and Physical Education.
- World Languages.
88
US State-Level Law
to Require eLearning (Cont.)
• Effective April 2006, all Michigan students
must take at least one eLearning course
to complete all the requirements for Grade12.
• 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).
89
US State-Level Law
to Require eLearning (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.
• If the US Federal Government passes a law
to require eLearning, other countries
may also have serious consideration to compete.
90
6. 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 offercomplete eLearning degree programs.
- The first university in the world
to offer a Ph.D. program
in eLearning Methodology.
The College is housed in a 15 US$ million
building named.
“Srisakdi Charmonman IT Center”
91
Srisakdi Charmonman IT Center
92
Searching for
“Ph.D. eLearning Methodology”
from Google resulted in the first five entries about
Assumption University
93
Case Study
at Assumption University (Cont.)
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.
• 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.
94
Case Study
at Assumption University (Cont.)
• October 2006,
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.
95
Case Study
at Assumption University (Cont.)
• The Master of Science in Management includes
a major in Human Resource Management.
The courses available are:
- MS6501 Organization Management.
- MS6502 Marketing Management.
- MS6503 Financial Management.
- MS6504 Operations Research.
- MS6505 Research Methods.
- MS6506 Strategic Management.
- MS6521 Human Resource Management.
96
Case Study
at Assumption University (Cont.)
- MS6522 Leadership
and Interpersonal Dynamics.
- MS6523 Organization Design and Behavior.
- MS6524 Motivation and Productivity.
- MS6525 Employee Development
and Training.
- MS6526 Negotiation.
- MS6527 Advanced Topics
in Human Resource Management.
- MS6528 Seminar in HRM Management.
97
7. Sample eLearning Policies.
7.1 Human Resource Policies.
7.2 Facilities and Network Policies.
7.3 Financial and Other Policies.
98
7.1 Human Resource Policy
In the college-level unit responsible
for eLearning, there must be human resource
policy. 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.
99
Human Resource Policy (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.
100
Human Resource Policy (Cont.)
3) Administrative Officers:
such as
• Director of Network Operation Center
• Director of Radio and TV Courseware
Production Center
• Director of Web-based Courseware
Production Center
• etc.
101
Human Resource Policy (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.
• Audio-visual education to assist in systems
instructional design, supervise and control
media production.
• Utilization and evaluation.
102
Human Resource Policy (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.
103
Human Resource Policy (Cont.)
6) Faculty Members:
- Content Expert
- Facilitating Instructor
- Thesis Advisor
104
Human Resource Policy (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.
105
Human Resource Policy (Cont.)
Content Expert (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.
106
Human Resource Policy (Cont.)
Content Expert (Cont.)
• Set up online activities.
• Define all activities such as exercises,
assignments, reports,
quizzes and examinations.
• Set up assessment guidelines
for the facilitating instructor to follow.
107
Human Resource Policy (Cont.)
Content Expert (Cont.)
• Develop many sets of examinations.
• 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.
108
Human Resource Policy (Cont.)
Facilitating Instructor:
• Must hold at least a master’s degree
in the area of his/her specialization
with university teaching experience
or equivalent.
109
Human Resource Policy (Cont.)
Facilitating Instructor (Cont.)
• May be 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.
110
Human Resource Policy (Cont.)
Facilitating Instructor (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.
111
Human Resource Policy (Cont.)
Facilitating Instructor (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.
112
Human Resource Policy (Cont.)
Thesis Advisor:
• may be appointed and as required
by the rules and regulations
• may supervise not exceeding a number
of graduate students both at the Master’s
and Doctoral degree levels.
113
Human Resource Policy (Cont.)
7) Internet Personnel:
Full-time Internet personnel are needed
to perform the tasks of controlling
and overseeing the use
of Internet-based learning.
- Director:
Should be appointed from those holding
at least a Master’s degree in the field
of information technology or educational
and communication technology
114
Human Resource Policy (Cont.)
Internet Personnel (Cont.)
- Internet Experts:
Should be appointed from those holding
at least a Bachelor’s degree in informational
technology or educational
and communication technology.
- Internet Specialists:
Are Comprising Systems operators,
System administrator, Webmaster,
Web developer, Help desk assistants,
Engineers, and Technicians.
115
Human Resource Policy (Cont.)
Internet Personnel (Cont.)
- Supporting Staff:
Other positions maybe required
to support the Internet services.
116
7.2 Facilities and Network Policy
•
•
•
•
Physical Facilities Policy
Network Policy
Hardware Policy
Software Policy
117
Facilities and Network Policy (Cont.)
• Physical Facilities Policy:
Required for the personnel
and the network operation center.
For example,
the College of Internet Distance Education
of Assumption University.
118
Facilities and Network Policy (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.
119
Facilities and Network Policy (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.
120
Facilities and Network Policy (Cont.)
- Two at Srisakdi Charmonman IT
Center in Bangna Campus.
- The other two at Huamark Campus
or at the ISP.
121
Facilities and Network Policy (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.
122
Facilities and Network Policy (Cont.)
•
Software Policy:
- Learning Management System (LMS)
- E-Learning Activities
123
Facilities and Network Policy (Cont.)
Learning Management System (LMS)
consist of at least 12 parts:
(1) Homepage with navigation menu
(2) Learning centers
(3) Self Access Learning Resource
(4) External resource centers
(5) Laboratories
124
Facilities and Network Policy (Cont.)
Learning Management System (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
125
Facilities and Network Policy (Cont.)
E-Learning 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.
(4) perform the assignment,
activities and projects and submit them
via the Internet for tutor-marking.
126
Facilities and Network Policy (Cont.)
E-Learning Activities (Cont.)
(5) Sit in the examinations at the
designated examination centers.
(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.
127
Facilities and Network Policy (Cont.)
• To ensure the minimum required participation or
attendance
- The software must keep records of the log-in
with date.
- Time and time-intervals
for each student’s participation
during each learning sessions.
128
Facilities and Network Policy (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.
129
7.3 Financial and Other Policies.
The 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.
130
Financial and Other Policies (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.
131
Financial and Other Policies (Cont.)
In case of Assumption University (Cont.)
• The Bachelor’s Degree Programs
seem to be less profitable
than the Master’s Degree Programs.
• The Doctoral Degree Programs
may not be profitable but have to be offered
to keep the university in high standing.
132
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.
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.
133
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.
134
Other Policies (Cont.)
Program Length and Tuition Fees Policy (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.
135
Other Policies (Cont.)
Program Length and Tuition Fees Policy (Cont.)
• If students do not work and is fully committed
to studying, they can make 8 hours
per day available.
• They would need 3,480 / 8 = 435 days
or 435 / 30 = 14.5 months.
• There maybe 12 terms or 4 quarters per year .
• The student may choose
to complete the term in 4 months, 3 months,
2 months, or 1 month.
136
Other Policies (Cont.)
Program Length and Tuition Fees Policy (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.
137
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.
138
Other Policies (Cont.)
• The evaluation of product:
This must comprise the final examinations
and final projects.
The 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.
139
Other Policies (Cont.)
5) Library Policy:
• The eLearning provider must have a present
and future development plan for libraries
for students, both conventional and e-libraries.
• Existing libraries may be utilized but they
should be converted to e-libraries.
140
Other Policies (Cont.)
Library Policy (Cont.)
• Each library must make available
at least five types of documentation
and information:
(1) e-books/texts;
(2) e-journals,
(3) databases,
(4) abstracts on-line,
(5) knowledge-base/databases.
141
8. 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.
142
Concluding Remarks (Cont.)
 More and more universities and colleges

are offering eLearning degree programs.
Hanoi Open University
should join the bandwagon
for the benefits of all concerned.
143
Thank you