adapting e-learning situations for international reuse

Institut für Informatik und Wirtschaftsinformatik (ICB)‏

Adapting e-Learning Situations for International Reuse

Internationalization of e-Learning

Thomas Richter, Jan M. Pawlowski, Maxie Lutze

University of Duisburg Essen

Korean German Institute of Technology, Seoul University of Jyväskylä

Thomas Richter, Jan M. Pawlowski, Maxie Lutze Internationalization of e-Learning

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n  Motivation

n  Context of e-Learning, Adaptation Process Model, Influence factors

n  Korean-German study

n  Discussion of results

n  Limitations

n  Conclusion

n  Further research

Overview


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n  Idea: Providing e-Learning situations in international settings

n  Problem: Conflict situations through different contexts

n  Solutions: Reauthoring vs. Reuse

Which are conflicting parameters and how to adapt?

Motivation

Reauthoring Reuse

Long development cycles Adaptation of only necessary aspects - short development cycles

High costs Lower costs

Comparability difficult (exams, accreditation)

Differences to origin generally known and calculable


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The Context of e-Learning

n  National and international context provide different problems:

National Context International Context

Known technological standard May differ between nations and regions

Common teaching strategies, educational basis, learning preferences Approaches may differ

Common sensibilities Subjects may strongly differ

Common social behavior May even be opposite

One law, same historical experiences, similar picture of the world May differ


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The Adaptation Process Model


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Describing Influence Factors by Context Metadata

Culture

Companies

Rules, standards & agreements

Financial aspects

Media richness

Internet security

Demographic development

Religion

Geography & education

infrastructure Technical

infrastructure

Rights

History

Politics

State of development

Human actors

Learner satisfaction

e-Learningenvironment

country / region

company

learner

author

Influences through culturerelated assisting style

Influences through different world-view

Influences through implying content related learning needs

Influences authorbuilding up

his world viewtutor

Particularly (generalizable) user related data are unknown in a lot of cases!


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Related questions: n  Which of our found attributes are culturally motivated and which

are individually different? n  Is a survey an adequate method to verify generalizability? n  Can such a survey be uniformed so that it works in all contexts? n  Do the concrete collected attributes reflect expected differences?

n  The survey has been developed in cooperation with the KGIT and conducted to students in Germany and South Korea in each language. The design is a five point Likert Scale between strongly agree and disagree. Free answers have been possible.

Collecting Data and Verification of Attributes - Explorative Survey

The individual learner is unknown until a course is booked: Attributes must be valid for all learners within a specific context


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Explorative Survey - South Korea and Germany

n  Hofstede (2005): Relationship to authorities is culturally motivated (Power Distance Index):

n  We asked questions to 45 Korean and 125 German students about

n  the role of the lecturer

n  tasks and responsibilities of a lecturer n  the ability to stand critics and the kind of expected feedback

n  gender gaps and differences

The relative values of Hofstede‘s system does not fit our needs

10 20 30 40 50 60 70 80 90 100 0

Impact significant

Germany (35)

Austria (11)

South Korea (60)

China (80)

Impact not

significant

Impact not

significant


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Discussion of results (excerpt, 1/5)

•  The role of the lecturer (7 questions):

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3 4 5 6 7

K(p)G(p)K(n)G(n)

1,2: both consider the lect. being an expert (>97,76%) and personal coach (>60%) 3: a lect. is an idol (K51,11%n, G49,56%p) 4: a lect. is a personality (K42,22%n/37,77%p, G62,6%p) 5: a lect. is an authority (K53,33%n, G66,95%p) 6: a lect. must know everything (K75,55%p, G77,39%n) 7: a lect. must be a trustable person (K68,88%p,G38,26%p/28,69%n)


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•  Tasks and responsibilities of a lecturer (5 questions):

0102030405060708090100

1 2 3 4 5

K(p)G(p)K(n)G(n)

1: give technical support (K64,44%p, G54,78%p) 2: provide well selected content and contextual info.(K91,11%p, G99,13%p) 3: help in finding suitable information(K93,33%p, G43,47%p) 4: support in organizing the learning process (K93,33%p, G63,47%p) 5: give feedback on knowledge base, results and development (K100%p, G62%p)


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•  Feedback - The effect of critic and laud (3 questions):

0102030405060708090100

1 2 3

K(p)G(p)

1: Laud has a positive effect on learning motivation

(K100%p, G89%p)

2: Critic has a positive effect on learning motivation

(K82%p, G62%p)

3: Students feel irritated if they do not get feedback

(K71%p, G58%p)


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•  Gender gaps and differences (9 questions):

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1 2 3 4 5

K(p)G(p)K(n)G(n)

1: Learning content should be the same for m and w (K66,66%p / 20%n, G86,08%p / 2,6%n) 2: M and w obtain same abilities in understanding complex technical information

(K46,66%p / 35,55%n, G57,39%p / 26,08%n) 3: M and w obtain the same abilites in understanding social contexts (K60%p / 28,88%n,G59,13%p / 29,56%n) 4: Treatment of m and w is the same after completing task successfully (K40%p / 53,33%n, G57,39%p / 28,69%n) 5: Treatment of m and w is the same after failing a task (K33,33%p / 57,77%n, G54,78%p / 28,69%n)


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•  Gender gaps and differences (9 questions):

6: W and M have same chances to access studies on all subjects (K57,77%p / 26,66%n, G73,91%p / 10,43%n) 7: Balanced learning groups benefit intellectually to the learning process / success (K84,44%p / 0%n, G58,26%p / 11,3%n) 8: Separation of genders in the learning process eases the social interaction in groups (K28,88%p / 62,22%n, G8,69%p / 70,43%n) 9: It is generally useful to implement quota for the number of women in supposed men dominated studies (K37,77%p / 46,66%n, G30,43%p / 40%n)

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6 7 8 9

K(p)G(p)K(n)G(n)


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n  Female and male interviewees in Germany unbalanced: 15f, 100m, total 115 samples; In Korea: 20f / 25m, total 45 samples

n  Different interview locations in Korea and Germany: In Germany interviews have been conducted in class during lesson time, in Korea at street and cafés

n  Studied subjects in German survey mainly technical; Students in other fields may give different answers

n  Only students have been asked. The results may not allow deductions for learners in professional trainings.

n  Until the comparative study is finished, the numbers of male and female as well as the numbers of students in different fields of study shall be much more balanced and numbers in the Korean survey enhanced

n  An additional study shall show if learners in professional trainings think different to the interviewed students

Limitations for the results of the Survey


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n  Survey is adequate method collecting data as well as to show generalizability by using the Likert scale. (unclear results not necessarily show the opposite but can also point on unclear questions). A review is necessary and will be proceeded.

n  The same survey design (translated in each country’s language) has been conducted to students in both countries and showed usable and comparable results. The same survey-design for different countries (no cultural misunderstandings) showed meaningful results (in this study)

n  Open questions (answers) allowed the definition of new influence factors

Conclusions


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n  Further surveys on other user oriented subjects are intended (2008 / 2009)

n  Review of surveys and repeated conducting is planned in cases of unclear results (2008 / 2009)

n  After finishing data collection process, the results shall be verified in further countries to exclude coincidences (2009 / 2010)

n  It has to be found out how far differences in learning strategies inflict the learning success if not adapted (changing need). A testing method already has been defined

n  The results shall lead to a recommender tool, which helps to proceed the adaptation of learning situations (3 - 4 years)

Further research steps


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Thank you for your interest!

Are there any questions?

Contact: Thomas Richter

[email protected]

Institut für Informatik und Wirtschaftsinformatik (ICB)

adapting e-learning situations for international reuse

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