charm@ksc.au.edu overview of elearning 2011 keynote address at “production of elearning...

Charm@ksc.au.edu

Overview of

eLearning

Keynote address at “Production of eLearning Courseware”,

for Cambodia, Laos, Myanmar, Vietnam, and Thailand.

Supported by UNESCO and Information for All Program (IFAP)

at Srisakdi Charmonman IT Center, Assumption University of Thailand,

March 14, 2011

Prof. Dr. Srisakdi Charmonman

Chairman of the Board and CEO

College of Internet Distance Education

Assumption University of Thailand

www.charm.au.edu

1.Introduction2.eLearning Laws and

Regulations

3.Sample Trends of

eLearning 4.Success Factors for

eLearning5.Case Studies 6.Concluding Remarks

Overview of eLearning 2011

1. Introduction

1.1 Definition of eLearning. 1.2 A Brief History and

Development of the Internet.

1.3 eLearning Prediction and Statistics 2010-2011.

1.4 Sloan Foundation Report 2010.

1.1 Definition of eLearning

There are many definitions of eLearning. Searching Google for “define: elearning”, 15 sources were founded.

Searching Google for “define: elearning”,

15 sources were founded.

Definition of eLearning (Cont.)

From <en.wikipedia.org/wiki/Elearning>, “E-learning comprises all forms of electronically supported learning and teaching. The information and communication systems, whether networked or not, serve as specific media to implement the learning process.”

From <en.wiktionary.org/wiki/e-learning>, “e-learning - learning conducted via electronic media, especially via the Internet”.

From <www.eng.wayne.edu/page.php>, “eLearning: Internet-enabled learning that encompasses training, education, just-in-time information, and communication”.

Another important definition of eLearning was given in the report by Sloan Consortium “Growing by Degrees: Online Education the United States, 2005”.

Four Types of eLearning by Sloan ConsortiumProporti

Content Deliver

ed Online

Type of Courses

Typical Description

0% Traditional

Course with no online technology used-content is

delivered in writing or

orally.

1 to 29%

Web Facilitat

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.

Four Types of eLearning by Sloan ConsortiumProporti

Content Deliver

ed Online

Type of Courses

Typical Description

30 to 79% 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.

80+ % Online or eLearnin

A course where most of all of the

content is delivered online. Typically have no

face-to-face meetings.

1.2 A Brief History and Development of the InternetFrom

<www.isoc.org/internet/history/brief.shtml.>

July 1961, L. Kleinrock of MIT published the first paper on packet switching.

August 1962, J.C.R. Licklider of MIT published memos on the concept of network of computers.

1964, the first book on packet switchingby L. Kleinrock was published.

History and Development of the Internet (Cont.)

1965, L.G. Roberts and T. Merrill connected TX-2 computer in Massachusetts with Q-32 computers in California with a low speed dial-up telephone.

1966, L.G. Roberts went to DARPA (Defense Advance Research Projects Agency)

to develop the computer network concept and the plan for ARPANET, published in 1967.

August 1968, an RFQ (Request for Quotation) was released by DARPA for development of the packet switches called IMP (Interface Message Processor).

September 1969, the first IMP installed at UCLA and the first host computer connected.

December 1969, four host computers connected together into the initial ARPANET.

1969, S. Crocker of UCLA established RFC (Request for Comments) to share ideas among researchers.

Jon Postel serverd as RFC Editor until his death on October 16, 1998.

1970 on, computers were added quickly for APPANET

December 1970, NWG (Network Working Group) under S. Crocker finished the initial ARPANET Host-to-Host protocol called Network Control Protocol (NCP)

October 1972, Bob Kahn organized very successful demonstration of ARPANET.

1972, Ray Tomlinson wrote the basic email message send and read software.

Robert wrote the first email utility program to list, selectively read, file, forward, and respond to message.

Spring of 1973, Bob Kahn asked Vint Cerf of Stanford to work with him on the detailed design of internet protocol, TCP/IP (Transmission Control Protocol/Internet Protocol). 17

1980, TCP/IP was adapted as a defense standard in the US.

January 1, 1983, TCP/IP was adapter as the ARPANET host protocol (replacing NCP).

1985, Internet was well established as a technology supporting a broad community of researchers and developers.

1991, Kahn and Cerf established the Internet Society (ISOC).

Assumption University became a Founding Member of ISOCand Charmonman a Number of the Advisory Council and President of Thailand Chapter of ISOC.

24 October 1995, the Federal Networking Council (FNC) passed a resolution the “Internet” refers to the global information system (1) is logically linked together

by a globally unique address space

based on the Internet Protocol (IP)

or its subsequent extensions/follow-ons.

(2) is able to support communications using the Transmission Control Protocol/Internet Protocol (TCP/IP) suite or its subsequent extensions/follow-ons, and/or other IP compatible protocols.

(3) provides, uses or makes accessible, either publicly or privately, high level services layered

on the communications and related infrastructure described herein.

1998, the Internet Corporation for Assigned Names and Numbers (ICANN) was established.

Number of Internet User, 2010

Region/country

Internet Users

% Populat

% Growth 2000-2010

World Total

1,141,420,420

28.7 % 444.8 %%

Asia 825,094,396

21.5 % 621.8 %

Rest of World

1,141,420,420

37.9 % 362.7 %

Cambodia

78,000 0.5 % 1,200 %

Laos 527,400 7.5 % 8,690.0 %

Myanmar

110,000 0.2 % 10,900.0 %

Thailand 17,486,400

26.3 % 660.3 %

Vietnam 24,269,083

27.1 % 12,034.5 %

1.2 A Brief History and Development

of the Internet For Thailand, in July 1960, His Majesty the King of Thailand provided the first and most important inspiration

for modern computerization of Thailand by visiting the IBM computer plant in San Jose, California, USA.

History and Development of the

Internet (Cont.) In 1961, the SEATO Graduate School of Engineering which was a part of Chulalongkorn University, confirmed the realization of the importance of computer technology by presenting a scholarship for a Ph.D. level study in computations in the United States, to the M.S. graduate of the first graduating class with the highest grade.

History and Development of the

Internet (Cont.) The scholarship was given to Srisakdi Charmonman who went to Georgia Institute of Technology in the United States in 1962.

In June 1964, after only two and a half years, he earned his Ph.D. in Computations with the written purpose of preparing the graduate to play a key role in computerization of Thailand.

28HM The King Visited IBM Computer Plant in 1960.

In addition to providing Internet service

to HRH Princess Maha Chakri Sirindhorn,

ABAC has also been providing Internet service

to HM the King at Ladgrabung.

HRH the Crown Prince listened to Prof. Srisakdi Charmonman

reporting to him the citation for his Ph.D. (IT).

HRH the Crown Prince gave his royal permission for ABAC

to present Ph.D. (IT) to him.31

HRH Princess Maha Chakri Sirindhorn Presided over

the Opening Ceremony of the Seminar on Computer

in Ratanakosin.

HRH Princess Maha Chakri Sirindhornat Computer Thai Exhibition in 1990.33

HRH Princess Maha Chakri Sirindhorn gave her royal permission

for ABAC by Rev.Bro.Dr.Prathip Martin Komolmas

and Prof.Dr.Srisakdi Charmonman to present Internet equipment to her.

HRH Princess Maha Chakri Sirindhorn graciously presided

over the opening of the first international Internet gateway

for the private sector in Thailand at ABAC.

and Prof.Dr.Srisakdi Charmonman to present a digital library to her.

and Prof.Dr.Srisakdi Charmonman to present

a short course on Internet to her.

and Prof.Dr.Srisakdi Charmonman to present

an Internet demonstration to her.

IT leaders met at Teach-the-Teacher Conference supported

by the US National Science Foundation

with Prof.Dr.Srisakdi Charmonman as the Conference Director.

Prof.Dr.Srisakdi from Assumption University with Vint Cerf,

the Founding President of the Internet Society.

A Meeting of the Advisory Council of the Internet Society.

On the left of Prof.Dr.Srisakdi is Tony Rutkosky,

Executive Director of ISOC.

Prof.Dr.Srisakdi with Dr.Jon Postel, the person in charge of Internet Root

Server from the time the Internet was born

in the US.

The International Internet Society approved the establishment

of Thailand Chapter of the Internet Society as one of the first

25 chapters worldwide and as the first chapter in Southeast Asia.

Prof. Srisakdi as the President of AIT Alumni Association. 44

Prof.Dr.Srisakdi with Jimmy Wales.

1.3 eLearning Prediction and Statistics 2010-2011 1) 10 Predictions of

eLearning 2011.2) US eLearning

Statistics. 3) 2010 Training Industry

Statistics.

1) 10 Predictions of eLearning 2011.

From <http://www.astd.org/TD/Archives/2010/Jul/Free/1007_LookingAheadAt.htm>on July 2010, 10 predictions of eLearning were given.

10 Predictions of eLearning 2011 (Cont.)

Prediction 1. Augmented reality learning emerges.

Prediction 2. Most learning incorporates use of a mobile device.

Prediction 3. Games and simulations are used for every content area.

Prediction 4. We will have a huge app-etite.

Prediction 5. Peer-to-peer learning blossoms.

Prediction 6. Expert and credibility ratings create trusted search networks.

Prediction 7. Search bots popular.

Prediction 8. Governments

will become more involved in ensuring that its citizens have access to training and retraining.

Prediction 9. The learning function's focus shifts to accreditation, with less emphasis on the learning process itself.

Prediction 10. You will be rated publicly.

2) US eLearning Statistics.

From <www.bbseducation.com/statistics-of-the-computer-aided-learning-%E2%80%93-e-learning/> on February 4, 2011, - E-learning market is expected

to surpass $55.6 billion by 2011. - Online tutoring is a $4 billion industry

and is growing at a rate of 10-15% per annum.

3) 2010 Training Industry Statistics

Some statistics about Corporate-level eLearning given in <www.kaplaneduneering.com> on November 22, 2010.

2010 Training Industry Statistics (Cont.)

Average training expenditures per learner in 2010 is $1,041.

Average hours of training per employee is 40.1 hours in 2010.

61% of Mandatory or Compliance Training is delivered online.

23% of Executive Development is delivered online.

76% of companies do not use podcasting as a method of training.

51% of companies do not use application simulation tools for learning.

The average expenditure for training outsourcing was $257,871 in 2010. Down from $306,178 in 2009.

2010 Training Industry Statistics (Cont.)

Sloan Consortium which supports excellence in eLearning has been conducting surveys from over 2,500 colleges and universities in the US.

Sample finding for 2010 given here.

1.4 Sloan Foundation Report 2010.

Is Online Learning Strategic? 63 % of all reporting

institutions said that online learning was a critical part of their institution’s long term strategy, a small increase from fifty-nine percent in 2009.

Sloan Foundation Report 2010 (Cont.)

The year-to-year change was greatest among the for-profit institutions, which increased from 51% agreeing in 2009 to 61% in 2010.

For-profit institutions also were the most likely to have included online learning as a part of their strategic plan.

How Many Students are Learning Online?

Over 5.6 million students were taking at least one online course during the fall 2009 term; an increase of nearly one million students over the number reported the previous year.

21% growth rate for online enrollments far exceeds the less than 2% growth of the overall higher educationstudent population.

Nearly 30% of higher education students now take at least one course online.

What is the Future for Online Enrollment Growth?

A majority of institutions continue to report that there is increasing competition for online students.

Public institutions report more pressure from the for-profit sector than do the private nonprofit institutions.

Reported year-to-year enrollment changes for fully online programs by discipline show most growing, but with a sizable portion seeing steady enrollments.

Virtually all recent growth in online enrollments has come from the growth of existing offerings, not from institutions new to online starting new programs.

2. eLearning Laws and Regulations

2.1 eLearning Law in Thailand.

2.2 eLearning Laws and Regulations in USA.

2.3 eLearning Laws and Regulations in UK.

2.1 eLearning Law in Thailand. 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:

eLearning Law in Thailand (Cont.) In 2002, Prof.

Charmonman sent a letter to the Minister of University Affairs asking permission for Assumption University to offer its degree programs in the eLearning mode.

The Ministry said it would take a long time to draft the law allowing eLearning in Thailand.

eLearning Law in Thailand (Cont.) Prof. Charmonman

authored the first draft of the first eLearning decree in Thailand.

eLearning Law in Thailand (Cont.) November 26, 2003,

the Ministry of University Affairs organized an open hearing

on the eLearning decree first draft by Prof. Charmonman.

There were about 300 participants.

eLearning Law in Thailand (Cont.) 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 - chaired the open hearing in the afternoon.

The results were used in modifying the law.

eLearning Law in Thailand (Cont.) August 2004, Prof.

Charmonman was elected Chairman of e-ASEAN Business Council. - At that time, the Thai Government had not passed the eLearning decree. - So, he tried to get help from ASEAN.

eLearning Law in Thailand (Cont.)

- He proposed to the ASEAN Ministers that eLearning be promoted by all ASEAN member countries and the Ministers agreed.

eLearning Law in Thailand (Cont.) Prof. Charmonman sent

many letters to the authorities. - September 23, 2002, he sent a letter to the Minister requesting permission for AU to offer eLearning. - September 15, 2003, he sent a letter to the Prime Minister to speed up the eLearning decree.

eLearning Law in Thailand (Cont.)

- March 14, 2005, he sent another letter to the Prime Minister that Cambodia Laos, and Myammar were ahead of Thailand on eLearning with help from Japan and Thailand should pass the eLearning decree as soon as possible to be ahead of Cambodia.

eLearning Law in Thailand (Cont.) It took 3 years of trying to

convince 5 ministers, and many revisions of the eLearning decree.

The decree to legalize eLearning in Thailandwas published in the Royal Gazette in October 2005.

eLearning Law in Thailand (Cont.) 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.

eLearning Law in Thailand (Cont.) In 2006, AU offered three

MS degree programs and the Ph.D. in eLearning Methodology which, as of March 2011, is the first and the only such Ph.D. in the world.

2.2 eLearning Laws and Regulations in USA

2.2.1 The US Federal Internet Equity and Education Act of 2001.

2.2.2 TEACH Act2.2.3 The State of Michigan

Law2.2.4 The State of Florida

Regulation

2.2.1 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 percent Rule” and the“12-Hour Rule”. * The “50-percent Rule” required students to take at least 50 percent of learning in the classrooms.

* 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.

Education Act of 2001 (Cont.)

The “12-Hour Rule” were killed by the Internet Equity and Education Act of 2001.

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.

Education Act of 2001 (Cont.)

2.2.2 TEACH Act.

From the paper by Charmonman “eLearning-relate Laws and Court Cases” on December, 2008,Technology, Education and Copyright Harmonization Act of 2002 (TEACH Act) was introduced in the US to make laws concerning eLearning closer to laws for face-to-face classrooms.

It clarifies what usages of copyrighted materials are permitted with regard to eLearning. It also outlines what requirement the eLearning provider, faculty members, staff members, and students must abide by in order to be in compliance with the law. 84

TEACH Act. (Cont.)

In 1998, the US Congress directed the Copyright Office to submit a report what should be done to facilitate the use of digital technology in eLearning. The Copyright Office recommended significant changes and a bill to that effect was introduced in March 2001.

TEACH Act. (Cont.)

For example, the TEACH Act authorizes the educators to digitize copyrighted works for use in eLearning but would have to pare down some of the materials. 86

TEACH Act. (Cont.)

In particular, a musical work may be shown in full in the classroom mode of learning, but in eLearning mode, it must be shown only as clips.

TEACH Act. (Cont.)

The TEACH Act allows performance and displays in the classroom mode of learning, but not digital delivery of the same materials for the eLearning mode. Supplemental reading materials also cannot be made digitally available for eLearning students.

TEACH Act. (Cont.)

From the paper by Charmonman “eLearning-relate Laws and Court Cases” on December, 2008,the TEACH Act allows the followings:1) Transmitting performances of all of a non-dramatic literacy or musical work, e.g. a poetry or short story reading may be shown in full but a drama can not. 89

TEACH Act. (Cont.)

2)Transmitting reasonable and limited portions of any other performance, e.g. films and videos of all types.

3)Transmitting displays of any work, i.e. still images of all kinds, in amounts comparable to typical face-to-face displays.

TEACH Act. (Cont.)

2.2.3 The State of Michigan Law

Michigan is the first State in the USAto pass a law requiring every high school graduate

to take at least one eLearning course.

Effective April 2006, all Michigan students must take at least one eLearning course to complete all the requirements for Grade12.

Michigan Law (Cont.)

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).

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.

The State of Florida changed the regulations to allow any student to take any eLearning course they prefer.

2.2.4 The State of Florida Regulation

From <www.prnewswire.com> December 3, 2010, the Florida parent adopted a plan requiring that all Florida students have access to multiple high quality digital learning.

Florida Regulation (Cont.)

2.3.1 The Digital Economy Act 2010.

2.3.2 Accessibility Law for eLearning Authors.

2.3.3 Intellectual Property Rights in Networked eLearning.

2.3.4 Copyright Licensing for eLearning Authors.

From “www.jisclegal.ac.uk/Themes/eLearning.aspx”, many legal guidance on eLearning are provided.

2.3 eLearning Laws and Regulations in the UK

The UK DEA ultimate aims are- To shift people’s behaviour from the unlawful

to the legal.- To regularly review evidence of online copyright

infringement.

2.3.1 The Digital Economy Act 2010.

If an allegation of copyright infringement is made against a student or member of staff, the university may be required to impose sanctions on that person’s internal account.

DEA (Cont.)

The Disability Discrimination Act 1995 (DDA)requires Future Education (FE)and Higher Education (HE)not to discriminate against any student by reason of their student’s disability.

2.3.2 Accessibility Law for eLearning Authors.

eLearning authors and institutions should take “such step as it is reasonable, in all the circumstances of the case” to ensure that eLearning environment are accessible to students with disabilities.

Accessibility Law (Cont.)

Several guideline are given:- If you hire an eLearning freelances have a written agreement that the copyright belongs to you.- Have a written agreement that even your employees work on your project or their own time, the copyright belongs to you.

2.3.3 Intellectual Property Rights

in Networked eLearning.

- Have a written agreement to give you a moral rights waiver to modify the work that your employees to not file moral right claim.

Intellectual Property Rights (Cont.)

eLearning authors should :- Consider what licence is appropriate for the work.- Ensure that appropriate consents are obtained for all educational materials and systems.- Consider the extent to which the licence terms will permit appropriate use of the works.- Seek to resolve any disputes through a means of Alternative Dispute Resolution.

2.3.4 Copyright Licensing for eLearning Authors.

3. Sample Trends of eLearning

3.1 Ten Trends for 2011. 3.2 Five Higher Ed Tech

Trends to Watch in 2011.3.3 Top Trends in eLearning

and Corporate Training.3.4 Five K12-Level eLearning

Trends for 2011.

3.1 Ten Trends for 2011

From “www.e-learningcentre.co.uk” on January 6, 2011, the US-based eLearn magazine asked a number of “e-learning folk” for their predictions for 2011 and then published them:- A rise in “learning apps” rather than eLearning “courses”.

Ten Trends for 2011 (Cont.)

- A increase in “performance support” tools, rather than “eLearning materials”.

- The increasing use of shared content, via cloud computing.

- The continued merging of online and classroom based learning.

- The increasing “gamification” of learning.

3.2 Five Higher Ed Tech Trends

to Watch in 2011. From “www.campustechnology.com” on September 12, 2010, the higher ed tech experts discuss technology trends:1) The Cloud Computing Movement Will Continue.2) More Work Will Be Done Without Wires.

Five Higher Ed Tech Trends (Cont.)

3) Mobile Technologies Will Continue to Proliferate in the Classroom.

4) Online Education will even Further Displace Seat Time.

5) A Retreat from Technology Overload is Imminent.

3.3 Top Trends in eLearning

and Corporate Training. From <www.hrmreport.com/article/Top-trends-in-e-learning-and-corporate-training>,

2010 GDS Publishing proposed top trends of

eLearning: 1) Increasing Training Budgets. 2) Changing Structure

and Operations of Training. 3) Increase Use of Outsourcing. 4) Leadership Development Takes Center Stage.

The top trends of eLearning (Cont.)5)Talent Management Drives

Changes in HR.6)eLearning Matures and

Continues to Evolve.7)Learning Content

Management Is Growing.8)Self-published Content Is

Being Part of Learning.9)eLearning Approaches

Continue to Evolve.10) LMS Market Continues

to Change.

1) Increasing Training Budgets. Corporate eLearning in the

US will get more budgets and so other countries

may follow suite.The reasons are:- Economic growth cause greater demand on training.- Talent shortages require more training.- Increasing recognition that learning is an integrated talent management process.

2) Changing Structure and Operations of Training. Instead of a training unit

in each group,shared services for all groupsin the enterprise is preferred.

Shared services in trainingsupport business unitsin achieving business goals. 114

3) New Economics Lead to Increase Use of

Outsourcing. Because technology and sophisticated content

development required specialized

skills,outsourcing services are preferred,especially for areas

not core to company’s expertise and focus. 115

4) Leadership Development Takes Center Stage.

By the year 2010, Leadership Development

and Succession is the largest single area

of spending in training. Companies is almost every

industry sector are suffering from a lack

of middle managers. 41% of HR managers said their top talent

challenge is building and maintaining their

leadership pipeline.

5) Talent Management Drives Changes in HR. HR must understand

and develop organization capabilities.

HR must identify critical talents required

and provide workforce training.

New job roles and organization structure are emerging. 117

6) eLearning Matures and Continues to Evolve. Maintaining the volumes

and increasing the quality of eLearning.

Reducing the cost and complexity

of LMS implementations while increasing use.

Creating learning environments for learners.

Helping learners learn from communities of

practices, blogs, wikis and other forms of self-

published content.

7) Learning Content Management is Growing. To be able to

- Quickly edit content when material changes.- Republish content into various forms.- Make content available as FAQ.- Develop multi-language versions.- Etc. 119

8) Self-published Content is Part of Learning. Explosion in the use of

blogs, wikis, and podcasting. Encourage use of self-

publishing technologies. Encourage continuously

learning, and developing new approach to learn.

9) eLearning Approaches Continue to Evolve. Encourage simulations,

e.g. thru low-cost and easy-to-use tool like Captivate.

Encourage “rapid-eLearning”, e.g. using Adobe Connect, Articulate, Online VDO, Business Simulation, Etc. 121

10) LMS Market Continues to Change. From “Brandon-hall.com”

on July 17, 2009, the number of commercial LMS were- 76 in 2008- 100 in 2009 - continue to grow in 2010.

Free LMS, like Moodle is also gaining popularity.122

3.4 Five K12 Technology Trends for 2011.

From “www.thejournal.com” on February, 2010,education technology experts discuss their top technology trends:1) There will be more momentum for mobile devices in classrooms with an eye toward affordable alternatives to traditional 1:1 rollouts. 2) Web-based instruction will gain more traction at the K-12 level.

K12 Technology Trends for 2011. (Cont.)

3) More tech-based monitoring and assessment tools will be incorporated into to the instructional mix.

4) The cloud will help ease the financial burden on schools while helping to expand technological capabilities.

5) Teachers will have access to expanded professional development programs.

4.1 Three Groups of Factors for Success of eLearning.

4.2 Four Groups of Factors for Success of eLearning.

4.3 Eight Success Factors in Implementing eLearning.

4.4 Reason for Failure of eLearning.

4. Critical Success Factors for eLearning

From the paper by Le Blanc and Wands, M. “Critical Success Factors: e-Learning Solutions Cappuccino” in 2001, three groups of success factors were given: 1) Organizational Factors - Technical Infrastructure. - Change Leadership Strategy. - Management Support.

4.1 Three Groups of Factors

for Success of eLearning

2) General Factors- Adult Learning Principles.- Clearly Defined Learning Outcomes.- Pretest Options.- Clearly Defined Learning Pathways.- Assessment.

Three Groups of Factors (Cont.)

3) Cognitive Factors- Access to Useful Help Facilities.- Uses Control of Screen Information.- Simple User Interface.- Access to Presentation of Complex Information.- Appropriate Use of Multimedia.- Avoidance of Redundant Information.

Three Groups of Factors (Cont.)

From the paper by Selim, H.M., “Critical Success Factors for e-Learning Acceptance” in 2003, four Critical success factors were given:1) Instructor.2) Student.3) Information Technology.4) University Support.

4.2 Four Groups of Factors for Success of eLearning

From the paper by Chen, Farn-Shing, Liao, Chin-Wen, and Chen, Tsai-Hsin, the authors carried and a study at the National Open University in Taiwan,“Adult Distance Education Students’ Perspective use Critical Success Factors of e-Learning”, concluded that:

Four Groups of Factors (Cont.)

1) Students’ perspective critical success factors of e-Learning are good instructor and good website.

2) Both of instructor and website must be usefully. and friendly.

3) Students need more efficiency on e-Learning.

Four groups of Factors (Cont.)

4) The website should be- Easily.- Clearly.- Sufficiently.- Pleasantly.

Four groups of Factors (Cont.)

From the paper by Goi, Chai Lee, and Ng, Poh Yea, “e-Learning in Malaysia: Success Factors in Implementing e-Learning Program” in 2009, 8 success factors were given:1) Program Content.2) Web Page Accessibility.3) Learners’ Participation and Involvement.4) Web Site Security and Support.

4.3 Eight Success Factors in Implementing eLearning.

5) Institution commitment.6) Interactive Learning

Environment.7) Instructor Competency.8) Presentation and Design.

Eight Success Factors (Cont.)

From the paper by Alexander, S. and Mc Kenzie, J., “An Evaluation of Information Technology Projects in University Learning” in 1998, reasons for failure of e-Learning were given:1) Being overly ambitious in terms of desired outcomes for the budgets and time available.

4.4 Reason for Failure of eLearning.

2)Utilizing Particular information technologies for their own sales, without sufficient regards for appropriate learning design.

3) No change in the assessment of learning to suit the changed learning outcomes.

4) Commencing software developments without adequate planning.

Reason for Failure of eLearning (Cont.)

5) Failure to prepare students for participation in learning experiences such as working in groups.

6) Failure to obtain copyright clearance.

Reason for Failure of eLearning (Cont.)

5.1 Case Study at Assumption University.

5.2 Case Study in US.5.3 Case Study in UK.5.4 Case Study in Canada.

5. Case Studies.

From the paper by Charmonman“Overview of eLearning” on March 16, 2009,described about eLerning at Assumption University.

The auther proposal to establishthe college of Internet Distance Educationwas approved by the Board of Trusteesof Assumption University.

5.1 Case Study at Assumption University.

April 25, 2002, with the author as the Chairman of the Boardand CEO of the College.

The College is housedin a 15 US$ million building named“Srisakdi Charmonman IT Center”.

eLearning at Assumption University (Cont.)

From “www.charm.au.edu”,

20 August 2004, HRH Princess Maha Chakri Sirindhorn graciously opened “Srisakdi Charmonman IT Center”to be the seat of the College of Internet Distance Education.

HRH Princess Maha Chakri Sirindhorn graciously

Opened “Srisakdi Charmonman IT Center”

“Srisakdi Charmonman IT Center”

The Minister of ICT, Surapong Suebwonglee,reported to HRH Princess Maha Chakri Sirindhorn declaring “Srisakdi Charmonman IT Center”to be a Center of Excellence in IT Educationof the Ministry of Information and Communication Technology.

January 2006, Assumption University 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. 145145

August 2006, Assumption University offers the first and only “Ph.D. in eLearning Methodology” in the world.

Searching Google for “Ph.D. in eLearning Methodology”, the first page gives 9 entriesabout the degree at Assumption University.

146146

147147

Searching Google for “Ph.D. in eLearning

Methodology”

There have been applicants from 30 countries.

An Iranian became the first graduate of the Ph.D. program.

The next graduates will be: - An American. - A Canadian.- A few from Thailand.

148148

In 2011, Assumption University offers four eLearning degree programs,1) M.S. in ICT2) M.S. in Management3) M.S. in eLearning Methodology4) Ph.D. in eLearning Methodology

5)Certificate in Small & Medium Enterprise(eSMEs University)

6)Visual Arts (Thai Program) 7)Music for Life: Science and

Arts for Quality of Life Through eLearning (Thai Program)

More programs are being developed.

www.elearning.au.edu/

5.2 Case Study in US

5.2.1 University of Phoenix. 5.2.2 Michigan Virtual

School.5.2.3 Florida Virtual School.

5.2.1 University of Phoenix

From the paper by Charmonman“Recruiting Students for University-LeveleLearning” on December 16, 2010 described about eLerning at the University of Phoenix.

At the university level, eLearning is highly desirable and necessary,

www.phoenix.edu

University of Phoenix (Cont.)

For the year 2009, ApolloGroup which owns Phoenix made - 4 billion US$ revenue. - 1 billion US$ profit.

Phoenix offers over 100 degree programs at the associate’s, bachelor’s, master’s, and doctoral levels.

The admission policy is to admit any and all students who are qualified.

The number of students has grown from - 8 students in the first class in the year 1976. - 420,700 undergraduate students

and 78,000 graduate students in the year 2009.

Phoenix has - 1,500 full-time. - 20,000 part-time faculty members.- about 93% of all faculty members are part-time.

According to 2009 Online Education Database, Phoenix was ranked 28 out of 44 for best accredited online universities.

Some of Phoenix’s alumni are well-known such as - U.S. Navy Admiral Kirkland H. Donald.- White House cyber-security coordinator

Howard Schimidt.- Former U.S. Secretary of Transportation

Mary Peters.- Etc.

The University of Phoenix has been investigated concerning alleged student recruitment practices such as paying commissions to recruiters.

As an example, Apollo Group, which is the mother company of Phoenix, paid the United States US$ 67.5 million without acknowledging any wrongdoing.

From the paper by Charmonman“K12 eLearning in Various Countries” on April 13, 2010, was given case study in US

5.2.2 Michigan Virtual School.

The Michigan Virtual School (MVS)is an online resource that enables Michigan high schools and middle schools to provide courses taught by certified teachers and other learning tools that students would not otherwise have access to.

Michigan Virtual School (Cont.)

www.mivhs.org/Home/tabid/38/Default.aspx

MVS was funded by the Michigan Legislature in July 2000 to be operated by the Michigan Virtual University, a private, not-for-profit Michigan corporation.

MVS works in cooperation with individual school districts to grant course credits and diplomas.

Michigan high school and middle school students can take a variety of courses and learn any place where there is a computer and an Internet connection.

Eligible students include: Gifted and talented

students. Special-needs students. Students who need to

“make-up” credits. Public and non-public

school students. Home-schooled students. 167

From the paper by Charmonman“K12 eLearning in Various Countries” on April 13, 2010 was given case study in US.

The Florida Virtual School (FLVS) is an established leader in developing and providing virtual K-12 education solutions to students all over Florida, the U.S. and the world.

5.2.3 Florida Virtual School.

www.flvs.net/Pages/default.aspx

FLVS was founded in 1997 and was the U.S. first, state-wide Internet-based public high school.

In the year 2010, FLVS serves students in grades K-12 and provides a variety of custom solutions for schools and districts to meet student needs.

Florida Virtual School (Cont.)

Students from all over the world can choose from more than 90 courses including core subjects, world languages, electives, honors, and Advanced Placement courses.

Courses are accepted for credit and are transferable.

Every FLVS course is taught by highly qualified, certified instructors who are experts in the subject matters.

Teachers and students interact regularly through - eMail.- Voice Mail.- Telephone Conversations.- Instant Messenger.

Teachers are available from 8 a.m. to 8 p.m. daily, as well as during weekend hours.

Students are encouraged to contact the teacher when there is a need of any kind.

Teachers speak via telephone with students and their parents at least once per month.

5.3.1 University of Liverpool. 5.3.2 Accipio Learning.5.3.3 North Star UK.

5.3 Case Study in UK

From <www.master-degree-online.com>,on September 14, 2010reported The University of Liverpooloffers many online coursesfor students.

5.3.1 University of Liverpool

The University of Liverpool

is a teaching and research university in the city of Liverpool, England.

It is a member of the Russell Group of large research-intensive universities and the N8 Group for research collaboration.

The University of Liverpool founded in 1881.

University of Liverpool (Cont.)

University of Liverpool offers online Masters degree courses includes:- Doctorate- MBA and Specialisations- Management - Information Technology- Health - Law- Psychology

3,000 professionals ffff f ore than 175countries

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Professionals fffffffff that the University’s exclus

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reate Online Education pro vides a uniquely global per

spective and stimulating educationa

l experience.

The University offers 400 degree programs to over 18000 students every year.

Students from over 110 countries attended classes on campus or through the internet within the 2010.

http://www.liv.ac.uk/study/online/.

From the paper by Charmonman“K12 eLearning in Various Countries” on April 13, 2010 was given case study in UK.

Accipio Learning is the U.K.’s leading provider of live, online teaching to secondary school students who are unable to attend mainstream schools or who may be at risk of temporary and permanent exclusion.

5.3.2 Accipio Learning.

www.accipio-learning.com/index.html

Accipio’s virtual school delivers its services through live, interactive lessons allowing pupils to communicate with teachers and peers in a safe and secure virtual learning environment.

Accipio Learning (Cont.)

Accipio Learning supports 80 local authorities and over 100 schools and works with over 1000 pupils each academic year.

Accipio curriculum and approach are entirely focused on supporting pupils who may be socially and economically disadvantaged and/or may have disengaged from mainstream education.

Accipio is typically used by local authorities and schools to provide the backbone of their alternative provision programmes.

Accessing Accipio is simple

with pupils learning from home, school inclusion setting, authority centre, work or college placement.

Accipio provides complete flexibility and can deliver between 5 to 30 hours of education per pupil each week, tailored to the needs of each individual, addressing the personalized and digital learning agendas and working as part of a blended education solution for many young people.

Live lessons take place via the online classroom with a maximum of 15 pupils in each class.

Lessons are taught by experienced subject-specialists, supported by technical and education support teams.

Lessons are fully interactive with teacher and pupils talking to each other in real time, communicating via the online whiteboard and the classroom "chat" facility. 190

Accipio’s teachers set an extension activity (called a "Challenge Sheet") for each lesson, helping pupils to check their understanding and guiding their independent learning. These are usually completed online and are often self-marked,

giving pupils instant feedback.

From the paper by Charmonman“K12 eLearning in Various Countries” on April 13, 2010 was given case study in US.

North Star UK (NSUK) was founded in September 1999. It was the first fully online learning community providing secondary education in the UK.

5.3.3 North Star UK.

www.northstaruk.org

NSUK can provide detailed information about the progress that a child is making. Parents have their own area within NSUKMoodle where they can discuss matters with other NSUK parents. 194

North Star UK (Cont.)

NSUK parents will be able to email all staff at any time. In addition, annual reports are sent near the end of each year.

North Star UK (Cont.)

NSUK subjects include: - Biology - Business Studies- Chemistry - English- Maths - Geography- History - ICT- Physics - RS (Divinity)- Sociology - Psychology

5.4.1 Alberta Distance Learning Centre.

5.4.2 Abbotsford Virtual School.

5.4.3 Virtual High School (Ontario).

5.4 Case Study in Canada

From the paper by Charmonman“K12 eLearning in Various Countries” on April 13, 2010 was given case study in Canada.

Alberta Distance Learning Centre (ADLC) provides effective, successful, and specialized distance learning opportunities.

5.4.1 Alberta Distance Learning Centre.

www.adlc.ca/content/view/17/59/

ADLC is a world leader in the delivery of distance learning programs to students in Grades 1 to 12.

Distance education at ADLC is offered in print, online, and blended formats. 200

Alberta Distance Learning Centre (Cont.)

ADLC is a provincially-funded school serving students and schools - Throughout Alberta.- Northwest Territories.- Nunavut.- All over the world.

ADLC is staffed by experienced certificated teachers and dedicated support personnel assisting students to achieve their educational goals.

ADLC offers flexibility to students who may be working from home, abroad, or in traditional schools.

Students may take all or part of their school programs with ADLC, or they may take one or more courses through contracted schools.

From the paper by Charmonman“K12 eLearning in Various Countries” on April 13, 2010 was given case study in Canada

Abbotsford Virtual School (AVS) provides: - Materials. -Resources.- Planning. - Reports.- Alternate learning environment. - Personal support for students learning at home.

5.4.2 Abbotsford Virtual School.

www.avs34.com/portal/

Abbotsford Virtual School program provides students from K to Grade 12 with a comprehensive list of online and paper-based courses and materials to match student’s needs. 206

Abbotsford Virtual School (Cont.)

AVS online courses are semester-based courses and operate like a "regular" high school course.

There are due dates for assignments and scheduled tests. 207

Students are expected to- Keep in contact with their teacher regularly.- Follow weekly time lines.- Participate in online discussion forums.

Students will have scheduled online meetings

for online help. Teachers have the same

expectations for students as they have for a regular face-to-face courses.

From the paper by Charmonman“K12 eLearning in Various Countries” on April 13, 2010 was given case study in Canada

Virtual High School (Ontario) or VHS is a private online high school.

VHS has its headquarters in Bayfield, Ontario, Canada.

VHS is a privately held corporation.

5.4.3 Virtual High School (Ontario).

www.onlinehighschool.ca

VHS published its first internet course “Biology” in the fall of 1995, for a class of 23 students.

In the spring of 1996, its second course, “Canadian Literature” won the second place at the 1997 North American Web Conference (NAWEB) Award for online course development.

Virtual High School (Cont.)

VHS courses adhere strictly to Ontario Ministry of Education curriculum standards.

VHS is inspected every two years to ensure compliance with the standards of the Ontario Ministry of Education.

Ontario Ministry of Education compliance allows VHS the capacity of granting Ontario Secondary School credits which can lead to an Ontario Secondary School Diploma (OSSD).

VHS currently has about 2,000 students per year, all of whom pay tuition for the right to take the online courses.

There are currently 51 fully online courses.

There are no semesters as students may enroll at any point in time, move through their courses at their own pace and graduate from their course at any point in time.

All courses run under the course management system.

It has been agreed that- eLearning will be the mainstream of education and classroom learning the supporting part.- there is no subject of study that eLearning has been used.- all developed countries are providing eLearning.- developing countries are preparing. to offer eLearning.

6. Concluding Remarks.

Therefore, it is highly appropriatethat UNESCO and IFABare supporting the training

on “Production of eLearning Courseware.”

Concluding Remarks (Cont.)

In addition to offering the trainingonce in 1 – 2 years,CIDE is willing to offer it a few times a yeareven without UNESCO and IFAB financial supportbut with UNESCO and IFABsupport in kind such as allowing the UKof UNESCO and IFABas the supporter of the program.

Concluding Remarks (Cont.)

The following paper may be obtained from <www.charm.au.edu> and go to “List of Publications” on the upper left corner.

Additional Reading Materials

1.Charmonman, S. “University-Level eLearning in ASEAN and Thailand.” Invited paper presented to Euro-Southeast Asia 2006 Forum on Information Society-EUSAEA2006, Shangri-La Hotel & Convention Center, Singapore. 20 June 2006.

Additional Reading Materials (Cont.)

2.Charmonman, S. and Chorpothong, N. “To Develop or Not to Develop New Courseware for University-Level eLearning.” Keynote Address, Proceedings of the Third International Conference on eLearning for Knowledge-Based Society (Special Issue of IJCIM, Volume 14, No. SP1). Organized by the Ministry of Information and Communication Technology. At IMPACT Muang Thong Thani, Thailand. 3 August 2006. Pages 4.1-4.5.

3.Charmonman, S. “Elearning and Human Resource Development.” Position Paper for the Panel Discussion on “Elearning: Towards a Learning Society.” World Teacher Conference, Impact Muang Thong Thani, Bangkok, Thailand. 6 October 2006.

4.Charmonman, S. “The eBusiness of eLearning.” Invited Paper for the Fifth International Conference on e-Business (NCEB 2006) with the theme of “Global e-Business: Best Practice.” Asia Hotel, Bangkok, Thailand. 2-3 November 2006.

5.Charmonman, S. “eLearning to Enhance the Quality of Higher Education.” Position Paper for the Panel Discussion on “Technological Strategies to Enhance Quality in Higher Education.” International Conference on Educational Leadership. Organized by Assumption University, University Partners for Academic Leadership, Stockholm University and University of Wollongong at Assumption University, Bangkok, Thailand. 24-25 November 2006.

6.Charmonman, S. “Legal Aspects of eLearning.” Keynote Address at the International Conference on “e-Learning: Learning Theories vs Technologies?” at Ramkhamhaeng University, Bangkok, Thailand. 14-16 December 2006.

7.Charmonman, S. “eLearning for Religious Communities.” Invited Paper presented to BISCOM VI, Federation of Asian Bishops’ Conference, “Converging Communication for Ministry in Asia”, Assumption University of Thailand, Bangkok, Thailand. 28 May-2 June 2007.

8.Charmonman, S. “eLearning: The Big Picture.” Keynote Address, Training for Executives of Hanoi Open University “eLearning Methodology Process and Management Training”, Srisakdi Charmonman IT Center, Assumption University, Suvarnabhumi Campus. 4-8 June 2007.

9.Charmonman, S. “eResearch on eLearning.” Invited Paper presented to Faculty Members and Ph.D. Students from Naresuan University at Srisakdi Charmonman IT Center, Assumption University Suvarnabhumi Campus. 6 July 2007.

10. Charmonman, S. and Bunchua, S. “AU CIDE eLearning as a Success Story for University Mobility in Asia and the Pacific.” Invited Paper for Panel Discussion on “UMAP Online Course”, at the Seminar on “University Mobility: Trends for Co-ordination”, Organized by University Mobility in Asia and the Pacific, Siam City Hotel, Bangkok, Thailand. 4-6 October 2007.

11. Charmonman, S. “eLearning.” Keynote Address presented to the Training for “eLearning” at Srisakdi Charmonman IT Center, Assumption University, Suvarnabhumi Campus. 18 January 2008.

12. Charmonman, S. “A Case Study of Financial Consideration of eLearning at Assumption University.” Keynote Address presented to the International Conference on eBusiness 2008 (INCEB 2008). Grand Mercure Fortune Bangkok Hotel. 6-7 November 2008.

13. Charmonman, S. “Regional Report 2008 on ASEAN University-Level eLearning.” Proceedings of the Fifth International Conference on eLearning for Knowledge-Based Society. Special Issue of the International Journal of the Computer, the Internet and Management. Volume 16, Number SP3. 11-12 December 2008. Pages 2.1-2.13.

14. Charmonman, S. “Elearning-related Laws and Court Cases.” Proceedings of the Fifth International Conference on eLearning for Knowledge-Based Society. Special Issue of the International Journal of the Computer, the Internet and Management. Volume 16, Number SP3. 11-12 December 2008. Pages 23.1-23.9.

15. Charmonman, S. “Overview of eLearning 2009.” Keynote Address at “Production of eLearning Courseware Training”, for Cambodia, Laos, Myanmar, Vietnam, and Thailand. Supported by UNESCO and Information for All Program (IFAP) at Assumption University, Suvarnabhumi Campus. 16 March 2009.

16. Charmonman, S. “Knowledge Acquisition with eLearning, mLearning, uLearning and gooLearning.” Keynote Address at the “2nd International Symposium on Knowledge Acquisition and Modeling.” Organized by IEEE Computational Intelligence Society at HuaZhong Normal University, Wuhan, China. 1 December 2009.

17. Charmonman, S. “GooLearning In a Management Information System Course.” Proceedings of the Sixth International Conference on eLearning for Knowledge-Based Society. Special Issue of the International Journal of the Computer, the Internet and Management. Vol. 17, No. SP3. 17-18 December 2009. Pages 1.1-1.6.

18. Charmonman, S., Ketavan, C., and Anaraki, F. “eLearning Short Courses for 52,000 SME Students.” Proceedings of the Sixth International Conference on eLearning for Knowledge-Based Society. Special Issue of the International Journal of the Computer, the Internet and Management. Vol. 17, No. SP3. 17-18 December 2009. Pages 8.1-8.7.

19. Charmonman, S. “Educational Policies to Drive eLearning.” (In Thai Language). Invited Lecture at the Seminar “Moving forward Quality of Thailand Higher Education e-Learning.” Organized by Thai Cyber University Project, Office of the Higher Education Commission, Asia Hotel, Bangkok. 11 January 2010.

20. Charmonman, S. “Case Study of eLearning Development at the University Level.” (In Thai Language). Invited Lecture at the Office of Academic Resource and Information Technology, Rajamangala University of Technology Isan, Nakorn Ratchasima Province. 12 January 2010.

21.Charmonman, S. “On IT Road.” (In Thai Language). Invited Paper to the Seminar “On IT Road.” Organized by Bansomdejchaopraya Rajabhat University. 22 January 2010.

22.Charmonman, S. “Courses Offered at the College of Internet Distance Education.” (In Thai Language). Invited Lecture to Ph.D. Students of Burapha University. 10 February 2010.

23. Charmonman, S. “New Technology and New Education in Thailand.” (In Thai Language). Invited Paper at the Seminar “New Technology and New Generation to the Third Decade of the Department of Technology and Educational Communication.” King Mongkut’s University of Technology Thonburi. 11 February 2010.

24. Nagi, K. and Charmonman, S. “Applying Six Sigma Techniques to Improve the Quality of eLearning: A Case Study.” Proceedings of the 5th IEEE International Conference on Management of Innovation & Technology (ICMIT 2010), Organized by IEEE Singapore Section and IEEE Technology Management Council, Singapore. 2-5 June 2010.

25. Nagi, K. and Charmonman, S. “Computer and the Cloud: Can eLearning Continue Expanding Higher Education?” National e-Learning Conference: Enhancing the Quality of e-Learning. Organized by Thai Cyber University, Windsor Suites Hotel, Bangkok, Thailand. 10 August 2010.

26. Charmonman, S. “eLearning in the Future.” Keynote Address to “8th International Conference on Developing Real-Life Learning Experiences: Innovation and Technology Education.” King Mongkut’s Institute of Technology Ladkrabang. 27 August 2010.

27.Charmonman, S. “Management of University-level eLearning.” Keynote Address to "2010 International Conference on Management Science (ICMS 2010)." Kunming, Yunan, China. 19 October 2010.

28. Charmonman, S. and Mongkhonvanit, P. “Recruiting Students for University-Level eLearning.” Keynote Address to "Seventh International Conference on eLearning for Knowledge-Based Society." Bangkok Metropolitan Area, Thailand. 16 December 2010.

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