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E-learning, Academic Culture, and Human Capital
Prof. Dr. Charles [email protected]
The University of Texas at El PasoThe University of Texas TeleCampus
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There are regulatory, economic, technical, and cultural factors that will determine the appropriate extension of e-learning in Indonesia. Of these, the cultural----issues involving academic culture and strategies for the continuing development of human capital----will require the most careful attention.
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I. HUMAN CAPITAL AND POST-SECONDARY EDUCATION
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Challenges in post-secondary education in Indonesia include:
Increasing demand for 1st accessPressure on existing capacity (facilities/faculty)Highly dispersed populationConcentration of capacity on Jawa, in a few citiesIncreasing demand for access to post-graduate programsDifficulty for adult post-grads to manage work-family-study
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No conventional resource solution
Physical facilities ?
Instructional Personnel/Top Content Experts ?
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Additional human capital development needs
Mid-level technical training
Post-graduate continuing professionalization
In-service teacher training
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Expanded E-Learning Part of the Solution?
Is e-learning an effective medium that supports learning?
Can it be a substitute for traditional in-class instruction?
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“In a well-designed e-learning course there is no place for the student to hide from engagement with the learning objectives and the activities that support the mastery of testable outcomes.” (Charles Elerick, 2008)
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100% Online vs.Blended Learning
Both are important
Blended mode excellent for resident students
100% will be needed for national access initiative
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Current E-Learning Initiatives in Indonesia
Good initial efforts
High level of interest
Resourcefulness
Momentum
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II. E-LEARNING IN POST-SECONDARY DEGREE PROGRAMS
How can Indonesia employ e-learning appropriately and effectively in the Indonesian context to extend access to post-secondary education?
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Standard Planning Questions:
Regulatory
Environmental
Economic
Technical
Cultural
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Regulatory issues
Credit/contact time requirements• Cyber-time/F2F-time equivalence
Faculty workload and in-office requirements
Accreditation and quality-assurance
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Accreditation
Independent, international
UAE seems to be a leader
http://portal.etqm.ae/en/home/latestNews/15-Jul-06.htm
http://aei.dest.gov.au/AEI/CEP/UAE/
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Quality Assurance
Prelude to accreditation
Resources abound
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Researcher(s) Study / Research Area
Allen, I. E. & Seaman, J. "Sizing the Opportunity: the Quality and Extent of Online Education in the US, 2002-2003"
Brewer, Laura C. "Is More Better? Assessing the Effectiveness of Online Learning Environments"
Center for Digital Education
"In the Arena, 2002"
Ramage, Thomas "The 'No Significant Difference' Phenonmenon: A Literature Review"
Reuter, Ron "Introductory Soils Online: An Effective Way to Get Online Students in the Field"
Russell, Thomas "The No Significant Difference Phenomenon"
Sloan, Alfred P. "Elements of Quality Online Education, Vol. 3"
Sloan Consortium Sloan Consortium Website
Twigg, Carol "Innovations in Online Learning: Moving Beyond No Significant Difference"
Twigg, C. & Jarmon, C. Center for Academic Transformation
Warner, Cathy "The Online Journey”
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A quick impression of online courses
Robust instruction
Clean and consistent look and feel
Functional and dynamic
Extended and complete
Support interactivity and a community of learning
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Object 4
1
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Object 5
2
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Object 6
3
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Object 7
4
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5
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6
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7
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8
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9
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Economic issues
Standard cost/benefit questions– complicated by
Up-front costs/deferred payback
New funding or diverted resources?
Public-good/private-good pricing
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Technical issues
Need for reliable Academic IT
Access and Bandwidth
Licensed CMS or extended open source?
Digital Library; Tutorial, and other Support Services
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Cultural issues
These will be the most difficult to resolve
IT Initiative?
vs.
IT-enabled Evolution of Academic Culture?
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III. EVOLVING A NEW ACADEMIC CULTURE
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New Vertical and Horizontal Integration and Relationships
Challenges to autonomy
Challenges to professional comfort
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New emphasis on vertical integration
Ministry of Higher Education|
Universities|
Faculties and Programs|
Individual faculty and academic staff|
Non-faculty professionals and support staff
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New modes of Horizontal Integration
Possible new Inter-institutional relationships
Jointly offered online degree programs?– Most online degree programs (MPA, etc.) (doubtful)
– Some online BA in Hospitality/Tourism (motivated)
– Some online degree programs (MPH, etc.) (necessary?)
– Leadership with Inclusiveness and Partnership
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Difficulties and limitations of Inter-institutional collaboration
Coordination and alignment of academic programs Cooperation in deployment of programsWho teaches what?Which institution gets credit?
• Shared effort-distributed institutional compensation
Role of national universitiesRole of regional universities
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Inter-institutional students
Admission to a degree-granting institution
vs.
Admission to an online degree program
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Additional Critical Horizontal Integration
New Faculty and academic staff cooperation on campuses– Build courses– Coordinate content in courses in sequence– Maintain and revise courses
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“Collaboration Matrix” for Course Development
Faculty as content experts
Faculty and technical support staff
Faculty, library, learning specialists
It takes a team
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E-learning and the Collaboration Matrix promotes the New Pedagogy
Active/inquiry learning
Emphasis on learning objectives
Emphasis on mastery
Student Centered
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“Collaboration Matrix” produces high-value courses
It takes 100’s of hours of effort to build a high-value course.
Economic note: Wide utility justifies development costs.
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The Preeminent role of Faculty as Content Experts
An Opportunity for Faculty to:– Construct high-value editions of courses– Teach in their special areas of expertise more
often.– Function as a Course Leader
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Emphasis on a new professional/faculty culture
Faculty remain the arbiters of course content and excellence
Critical input in all decisions regarding academic IT
New accountability for excellence
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A new measure of faculty excellence
Excellence in Pedagogy-The New Gold Standard
Refereed Publication-The Traditional Mark of Professionalism
Refereed Instruction- A Second Standard of Academic Excellence
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A new instructional configuration
High-value/”refereed” e-courses used in multiple sections
Course leaders mentor/support junior faculty and adjuncts
Course leaders oversee maintenance/revision of course
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Potential online degree configuration
A few (> several) complete degree programs
Many (> more) Instructional Support Centers– MoE?; not institution-specific
Implementation schedule to be determined
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The Big Picture
Clear and Consistent Public Policy
Institutional Participation and Partnership
Strong Academic IT
New network of collaboration
Faculty at the Center
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IV. E-LEARNING FOR NON-ACADEMIC CREDIT
Critical role
Complements and extends academic efforts
Non-academic human capital development
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Applications of non-academic e-learning
Practical occupational
“Training” courses
Post-grad professionalization
Teacher in-service
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Moderated vs. non-moderated courses
Academic courses instructor-moderated
Non-academic are very focused and may be self-guided
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Functional characteristics of non-moderated courses
Accessible presentation of material with robust tutorial and self-tests.
Summative test of mastery of objectives with redirect learning loops.
Unique user access with database recovery of successful course completion
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Specific course types and utilities-a few scenarios - 1
Large retail corporation needs to insure employee compliance with cash handling procedures. Contracts with a univ. to construct a course for a fee. Course online or on CD.
A university constructs a course for technical personnel on preventive maintenance and makes it available for a per user fee to industrial and engineering firms.
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Specific course types and utilities-a few scenarios - 2
A medical school builds an online course to teach medical term attack skills and requires completion of admitted students before they begin classes.
Ministry of Education modifies math curriculum-constructs and deploys two-hour equivalent online wksp course.
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Specific course types and utilities-a few scenarios - 3
Additional examples-healthcare personnel updates; effective e-mail communication; new govt. agency procedures; computer applications
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The economics of e-learning non-academic courses
Govt. and corporate entities extend resources
Universities develop and derive contract or user revenue
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V. TWO CRITICAL HUMAN CAPITAL QUESTIONS
Can e-learning be employed as part of a strategy to significantly increase access to value-added post-secondary education in Indonesia and to facilitate additional critical expansion of human capital?
Would the failure to implement programs that are in fact feasible represent an unacceptable loss of opportunity?
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Thank you for your attentionQ & A