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E-learning is becoming increasingly prominent in tertiary education. All available evidence point to growing enrolments and provision, although from a low starting point. However, after the hype of the new economy, growing disenchantment with e-learning has replaced over-enthusiasm. Failures of e-learning operations have, at least temporarily, overshadowed the prospects of widened and flexible access to tertiary education, pedagogic innovation, decreased cost, etc., that e-learning once embodied. So where do...
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This chapter assesses the magnitude and importance of e-learning in terms of online presence of programmes and online learning (enrolments). It clearly shows the diversity of e-learning provision across tertiary education institutions, in terms of both current activities and targets. In most campus-based institutions, the growth of e-learning to date has not challenged the centrality of the face-to-face classroom setting. Like distance online learning in general, cross-border e-learning has generally failed to emerge as a significant market. The majority of e-learning has taken place on-campus, with the necessarily more...
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This chapter gives an overview of the adoption and usage of different software and techniques. It first focuses on the adoption, use and challenges of learning management systems (LMS), that is, software designed to provide a range of administrative and pedagogic services related to formal education settings (e.g. enrolment data, access to electronic course materials, faculty/student interaction, assessment). It reports the reasons for institutional decisions to use proprietary or open source systems, to prefer in-house developments or commercial outsourcing, and points to the challenges for further development, notably in terms of integration and functionalities. It also explores investment in IT infrastructure and usage of applications other than LMS by institutions in order to support or complement e-learning: IT...
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Partnership has burgeoned in tertiary education over the last decades, and is a key characteristic of contemporary e-learning arrangements. The rationales for joining forces include achieving benefits such as advanced technology, quality curricula, enhanced market presence, and lower costs. This chapter documents institutional involvement in e-learning consortia of various kinds, arrangements to make an institution’s e-learning materials available to third parties, for example...
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The chapter first gives an overview of how the case study institutions view the main forms of organisational change and barriers related to e-learning, before focusing on staff development. All sample universities are in the midst of thinking through and negotiating the potential contribution of e-learning in its various forms to organisational futures. The chapter illustrates the diversity of methods for developing institutional human resources. Just as there is no one “best model” or trajectory for e-learning development for institutions, nor is there a...
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E-learning is becoming increasingly prominent in tertiary education. All available evidence points toward growing enrolments and provision albeit from a low starting point. However, after the hype of the new economy, growing disenchantment with e-learning has replaced over-enthusiasm. Failures of e-learning operations have, at least temporarily, overshadowed the prospects of widened and flexible access to tertiary education, pedagogic innovation, and decreased cost that was once embodied by e-learning. So where do we stand after the end of the hype of the new economy? What are...
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