E-learning in Tertiary Education

Where Do We Stand?

image of E-learning in Tertiary Education

Following the burst of the dot-com bubble in 2000, scepticism about e-learning replaced over-enthusiasm. Rhetoric aside, where do we stand? Why and how do different kinds of tertiary education institutions engage in e-learning? What do institutions perceive to be the pedagogic impact of e-learning in its different forms? How do institutions understand the costs of e-learning? How might e-learning impact staffing and staff development? This book addresses these and many other questions.

The study is based on a qualitative survey of practices and strategies carried out by the OECD Centre for Educational Research and Innovation (CERI) at 19 tertiary education institutions from 11 OECD member countries – Australia, Canada, France, Germany, Japan, Mexico, New Zealand, Spain, Switzerland, the United Kingdom and the United States – and 2 non-member countries – Brazil and Thailand. This qualitative survey is complemented by the findings of a quantitative survey of e-learning in tertiary education carried out in 2004 by the Observatory on Borderless Higher Education (OBHE) in some Commonwealth countries.

English Also available in: French


IT Infrastructure

Use of Learning Management System LMS and Other Applications

Centre for Educational Research and Innovation

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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