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world? proceedings of -outhampton 2014

E-Learning Implementation in Higher Education: Aspects of Infrastructure

Development Challenges and Students Learning Approaches

1 Afolabi Olaitan. 0., Uhomoibhi James 2

1College of Information and Communication Technology, Salem University Lokoja, Nigeria

afolabi.olaitan@salemuniversity.edu.ng

2 Faculty of Computing and Engineering, University of Ulster Northern Ireland, United Kingdom

j .uhomoibhi@ulster.ac.uk

Abstract

Successful implementation of e-learning in any field of study depends largely on the development and deployment of learning materials using the right infrastructure. In education, there is the need to grant and have access to resources for enhanced learning that would lead to acquisition of the right type of knowledge for gainful employment in industries. E-Learning promotes individual and flexible approach to learning through the use of the right type of infrastructure to facilitate teaching, learning, research and the right type of pedagogy. The infrastructure for e-learning deployment in higher education in advanced countries seemed to be well established compared to those available in developing nations. This paper examines some of the challenges faced by education providers in developing countries in infrastructure development and deployment. These are compared to some of the instances in advanced countries. We investigate the different approaches adopted by students for learning from the perspectives of fully online and blended modes. This paper presents some of the reasons given by learners for engaging in online studies, and also report on suggested ways of addressing the challenges faced by both the teachers and learners in relation to infrastructure development and improvement of education utilizing e-learning.

83

1.0 Introduction

E-leaming (otherwise known online learning or digital learning involving rich student-focused pedagogy) is the use of electronic technology to deliver, support and enhance teaching and learning. It is the use of ICT (Information and Communication Technology) infrastructures such as computers, networks, internet, smart phones and ipads to facilitate access to resources and services as well as remote exchanges and collaborations [ 1]. This practice has resulted in IL T (Information and Learning Technologies) for modem day educators to support the core business of higher education such as colleges and Universities. Severally, this approach to learning has been utilized to overcome time and distance barriers, provide learning aid for individuals with physical disabilities and also for tailoring learning to meet individual needs.

Migration from the traditional method of teaching to e-leaming requires good planning and adequate resource investment. Insensitivities of many governmental and private proprietors of higher educational institutions have resulted in the failure of the use of this approach. The bulk of the failure emanates from inadequate infrastructural deployment. A comprehensive e-learning solution depends on the synergy between the content delivered, technologies used and services provided [2] to produce a quality learning platform adhering to recognized standards that can be delivered to the student in a timely way. This paper comparatively explores infrastructural deployment in relation to students disposition to adopt e-learning methods in higher institutions of learning in developed (case study: United Kingdom) and developing (case study: Nigeria) countries. In the cases of the former and latter, the paper reports on higher education practices in the UK and Nigeria respectively. We recommend relevant solutions to overcome the identified challenges.

2.0 E-Learning Infrastructural Deployment in Developed and Developing Countries E-learning as a tool and modern technology has revolutionized the educational sector. According to thee-learning statistics for 2014 [3], it is estimated that about 46% of college students are taking at least one course online. In the same vein, by 2019, roughly half of all college classes will be e-learning-based. In higher education, more than 3 million enrolments in online courses in the USA have been reported by American sources [4]. As shown in Table I, the majority of those online degrees are in higher education institutions, which puts the associate degree level at 50 %, followed by master's degrees at 21%, doctoral degrees: 16%, bachelor's degrees: 8% and specialized degrees: 4%.

A recent search on the internet (Google, on December 15, 2014) for 'Online Education in Europe' and 'Online Education in Africa' resulted in 530,000,000 links and 394,000,000 links respectively. To be more precise, a repeat of the search was conducted for 'Online Education in UK', 'Online Education in USA'

and 'Online Education in 'i _ 626,000,000 links and 83 .200~ many references occur more than the improved algorithms of the .:: statistics reported between the d . ~ •uv""-~ rise with the advanced countrie - COI!.:>I.Z::::.f

However, a key factor respon ibl soc_ieties in e-learning implemen vanous initiatives taken ; both b\ to the American Society for T ~1 $ 134 billion on employee le e-learning rose to $17.5 billion .: United States [5]. As illustrate · -technology by private sectors in ·-~ years 2008 to 2012 [6] . Thi 1- ~..,.__,~ popularity over this period. performance.

igital learning involving rich hnology to deliver, support of ICT (Information and

- ~omputers, networks, internet, ~ e and services as well as

~ c i e has resulted in IL T educators to support the

U-niversities. Severally, this _ ·""'1e and distance barriers,

'-'-""""'"~ ..•• -... ,Je- and also for tailoring

.:--learning requires good : of many governmental

[!:S;::nnums· have resulted in the ~e failure emanates from

~ _ ~ensi\ e e-learning solution _ .:-red. technologies used and _ ~ _-orm adhering to recognized - a timely way. This paper

in relation to students r institutions of learning in eloping (case study: Nigeria)

_ .:-~. the paper reports on higher l\ ely. We recommend relevant

)eployment in ttries

- revolutionized the educational ~ 1-l [3], it is estimated that about

e online. In the same vein, by e-learning-based. In higher

e ourses in the USA have been Table 1, the majority of those

-~ .\·bich puts the associate degree r _1 %, doctoral degrees: 16%,

De ember 15, 2014) for 'Online Africa' resulted in 530,000,000

more precise, a repeat of the L1C, 'Online Education in USA'

and 'Online Education in Nigeria'. Amazing results of I ,0 l 0,000,000 links, 626,000,000 links and 83,200,000 links respectively were reported. Although many references occur more than once and a large part of the results were due to the improved algorithms of the search engine, nevertheless the disparity in the statistics reported between the developed and developing countries had been on the rise with the advanced countries constantly taking the lead.

Table 1: Origin of Distance Learners based on level of study. Source: [ 4]

Degree Type Percentage

Associate degree 50%

Masters degree 21%

Doctoral degree 16%

Bachelor's degree 8%

Specialized degree 4%

However, a key factor responsible for the huge success recorded by the advanced societies in e-learning implementation is high infrastructural investments and various initiatives taken; both by the governmental and private sectors. According to the American Society for Training and Development, organizations spent over $134 billion on employee learning and development, while expenditure on e-learning rose to $17.5 billion from $10.0 billion between 2006 and 2007 in the United States [5]. As illustrated by the chart in Figure 1, investment in learning technology by private sectors in the USA had seen a progressive growth between years 2008 to 2012 [6]. This is because e-learning technology has gained much popularity over this period, hence the investors' confidence for improved performance.

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1999 -201_2 Private Investments made to Academic-facing Learnmg Technology Companies (in $US Millions)

$US Millions

~00 ---------------------------------------

5800

ssoo

S400

S300

S200

5100 .

l n ! n $0

1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012

Ambtcnt ln"ttght 20 13

Figure 1: A Chart Representing Investments by Private Sectors in E-learning Technology in USA. Source: (6]

Since the 1960s, the Open University in the United Kingdom has been offering undergraduate and postgraduate distance e-learning degrees. Presently, it has begun to extend and expand provision into the next generation of e-learning through its "iTunes U" program that allows students to download course material directly onto their portable computers or li stening devices [7]. Over the years, the European Commission had also initiated many projects that focused on supporting higher educational institutions in introducing e-learning. Some of these are the HUMANITIES project, which span through the year 1994 to 1999 [8]. The project's objective was to develop and consolidate a structure for virtual mobility through European universities. The HECTIC (Higher Education Consultation in Technologies of Information and Communication) project was formulated and presented to the European Commission as a mean to bridge the gap between European Union policies and university strategies. A project termed 'SPOT-PLUS' (Students' Perspective on Technology in Teaching and Learning) was commissioned between the years 2001 to 2003. The activities resulted in the assessment of the added value brought about by the use of ICT for didactical purposes in terms of collaborative learning methodologies, access for less favoured categories, effective development of students' transversal skills, and enhancement of the outcomes stemming from physical mobility experiences (8].

In addition to the many initiatives put in place by the government and private agencies in Europe, many organizations were also employed to create guidelines for quality assurance in e-learning in higher education (8]. Examples are the British

86

Quality A:ssurance Agency (Q.-\..\ . and Flexible Education 'ADE (CHEA), European Associauo Network for Quality Assuran e European Foundation for Qualm of these organizations are to -~ management of program deh . communication, representatior. ~he discussion and discour e 0 _

mfrastructure as a single entry

As part of government's effon resource centres were built in .: Ok~ara . University of Agri 1 Umversity of Benin, Univer·i Minna, Federal Universi ty ofT. The Federal Government, throu _ also implementing the Virtual Li ac~ivities, as well as pro,·idm_ universities to build their ICT ,.-.,~ -~--.~ 2,000 lecturers in ICT uses an university system. The commi Virtual Library Project, a pan 0 1 [I 0].

Nigerian Communication at 11 ·~ Federal Ministry of Commt:!' ~­geostationary communications ~ enhancement as one of their ~--"""' ·~--­developed by NIGCOM AT -Development Agency). Ea , l than 1500 affordable, certifi a j

courses through the Web. allo fraction of the cost of clas -b :: education through the ationa! -~ available to 78 universitie ir: Teaching and Learning Platfoffil -=.:_ -Government with the suppon 0 -

support the universities in prod The project was an ICT -enabl which the focus was to deve o overcome the challenges of lar learning as well as content dew!~ ~

!n a more recent developmenL :­mfrastructural facilitation i the project spearheaded by the L"ni

to Academic-facing C sus Millions)

2008 2009 2010 2011 2012

~£ -.../

Pri,·ate Sectors in E-learning u.r e: [6]

Kingdom has been offering degrees. Presently, it has

next generation of e-learning to download course material

de\'ices [7]- Over the years, the that focused on supporting

earning. Some of these are the vear 1994 to 1999 [8]. The ~ structure for virtual mobility

Education Consultation in project was formulated and to bridge the gap between

:\project termed 'SPOT-PLUS' Teaching and Learning) was

The activities resulted in the the use of ICT for didactical logies, access for less favoured ·ersal skills, and enhancement

experiences [8]-

by the government and private employed to create guidelines

[8]- Examples are the British

Quality Assurance Agency (QAA), Norwegian Association for Distance Education and Flexible Education (NADE), Council for Higher Education Accreditation (CHEA), European Association of Distance Learning (EADL), International Network for Quality Assurance Agencies in Higher Education (INQAAHE) and European Foundation for Quality in E-leaming (EFQUEL). Some of the objectives of these organizations are to engage in system design, approval and review, management of program delivery, student development and support, student communication, representation and assessment Other agencies serve to broaden the discussion and discourse on e-learning quality and to provide a sustainable infrastructure as a single entry point for e-leaming quality.

As part of government's efforts to facilitate e-learning in Nigerian universities, ICT resource centres were built in some federal universities which include Michael Okpara University of Agriculture Umudike, University of Port Harcourt, University of Benin, University of Abuja, Federal University of Technology, Minna, Federal University of Technology Owerri and University of Calabar [9]­The Federal Government, through the National Universities Commission (NUC) is also implementing the Virtual Library Project, while conducting capacity-building activities, as well as providing technical and logistics support to enable the universities to build their ICT capacities. The NUC has so far, trained more than 2,000 lecturers in ICT uses and applications in its drive to revamp the country's university system. The commission has spent more than Nl80 million on the Virtual Library Project, as part of its e-learning and ICT development programmes [10]-

Nigerian Communications Satellite (NIGCOMSAT) Limited, a subsidiary of the Federal Ministry of Communication Technology that operates and manages geostationary communications satellite (NigComSat-1 R), sees distance education enhancement as one of their services. A project called "Easy Learning" was developed by NIGCOMSAT and NITDA (Nigerian Information Technology Development Agency). Easy Learning is an e-learning program that delivers more than 1500 affordable, certification-level IT, desktop and professional development courses through the Web, allowing student to learn anytime, anywhere for a fraction of the cost of class-based training. NIGCOMSAT also facilitates access to education through the National e-Library project by making materials to education available to 78 universities in Nigeria [Ill The Nigerian Universities Electronic Teaching and Learning Platform was one of the schemes introduced by the Federal Government with the support of the Tertiary Education Trust Fund (TETFund) to support the universities in producing more quality graduates and research output The project was an ICT -enabled interactive teaching and learning concept, of which the focus was to develop "smart classrooms" that use technology to overcome the challenges of large classes, aid modem methods of teaching and learning as well as content development using interactive tools [9].

In a more recent development, part of the ongoing project for e-learning infrastructural facilitation is the University Inter-Campus Connectivity (UniCC) project spearheaded by the Universal Service Provision Fund (USPF). The fund

87

was established by the Federal Government of Nigeria to facilitate the achievement of national policy goals for universal access and universal service to information and communication technologies (ICTs) in rural, un-served and under-served areas in Nigeria. The UniCC is a support project to the NUCs' Nigerian Research and Education Network (NgREN) project, the primary purpose is to deliver broadband infrastructure and access to facilitate research and learning using state of the art technology [12]. However, to ascertain students' e-learning level of satisfaction in developed and developing countries, a survey was conducted with a questionnaire using the students of Ulster University, United Kingdom and Salem University, Nigeria as case studies. The result of the survey is as shown and analyzed in the following section.

3.0 Assessments of Students' Satisfaction with E-Learning from Diverse Backgrounds

Students' evaluation was done for some of the modules delivered with e-learning and the responses of students were compared to responses received for similar modules conducted using other modes such as face-to-face and blended. Collaboration was viewed by the students to be one of the features well supported for enhanced learning, which proved useful in preparing them for their assessment.

Result of our study of students learning approaches in a UK institution shows that when dealing with a new topic they work out ideas for themselves in their own way and when conditions are not right to study, they always manage to do something to change them. Thus displaying consistency, application to study and reflective practice featured by e-learning, this survey sampled 72% on the average, (see Table 2). The response from a Nigerian institution gave an average of 58% when samples were taken for students who "agree" with these conditions (see Table 3).

The e-learners must be interested, willing to engage and actively participate in the programmes and activities planned and prepared by the tutors. When the enthusiasm is lacking, the major factor responsible is infrastructural challenges typical of developing nations. This is evidenced by the disparity shown by the result of our survey taken for a UK and a Nigerian institution in the analysis of the result of our study. The resources exist in advanced countries, such as infrastructure and skilled tutors and right strategies and policies for implementation.

88

Table 2: UK Students' Learn· _ Consistency. A~::

Conditions

Good at getting down to wor at time

Work out ideas when dealin with a new = Manages condition

Table 3: Nigerian Students ' Le -Consistency. Ap"l -

Conditions Good at getting down to wor .

time

Work out ideas when dealinQ ·' a new · ~

Man~~es always to change conditiOn when not . t for

4.0 Infrastructural Ch in Higher Education in ~

In spit~ of ~he measures put in pl ~ educatiOn m Nigeria, our ur. e developing countries when com ;;.~ Assessment of the student ru -between the approaches adopted b~ and those from advanced countries - • as ~ack of resources (energy/power e· which are important for laying a due to financial incapacity to imple

- to facilitate the achievement iversal service to information

rved and under-served areas :l..:Cs' igerian Research and

urpose is to deliver broadband learning using state of the art

f -atisfaction in developed and ·.\ ith a questionnaire using the

alem University, Nigeria as and analyzed in the following

Satisfaction kgrounds

with

les delivered with e-leaming responses received for similar as face-to-face and blended.

of the features well supported them for their assessment.

in a UK institution shows that for themselves in their own they always manage to do

, application to study and sampled 72% on the average,. ·on gave an average of 58%

with these conditions (see

and actively participate in the by the tutors. When the

is infrastructural challenges by the disparity shown by the institution in the analysis of the advanced countries, such as strategies and policies for

Table 2: UK Students' Learning and Studying Approaches Showing Learners' Consistency, Application to Study and Reflection

Agree Unsure or Disagree Definitely does not disagree

Conditions apply Good at getting down to work 68% 10% 25% 10% at any time Work out ideas when dealing 84% 15% 5% 0% with a new topic Manages always to change 64% 34% 10% 0% condition when not right for study

Table 3: Nigerian Students' Learning and Studying Approaches Showing Learners' Consistency, Application to Study and Reflection.

Agree Somewhat Disagree Definitely Conditions Agree disagree Good at getting down to work at 50% 40% 10% 0% any time Work out ideas when dealing with 60% 40% 0% 0% a new topic Manages always to change 70% 20% 10% 0% condition when not right for study

4.0 Infrastructural Challenges of E-Learning Practice in Higher Education in Nigeria

[n spite of the measures put in place to support and encourage e-leaming in higher education in Nigeria, our survey reveals lapses in e-leaming application in developing countries when compared with the practice in developed countries. Assessment of the students studying approaches revealed that the difference between the approaches adopted by students from developing countries (Nigeria) and those from advanced countries (UK) could be attributed to many reasons such as lack of resources (energy/power/electricity), infrastructure, strategy and policies, which are important for laying a foundation for development and growth. This is due to financial incapacity to implement the resources.

89

Table 4 shows the financial requirements of the various continents of the world for infrastructural development as produced by the World Economic Forum. Over US$2 trillion dollars are needed every year for the next decade for global infrastructure, including investment in e-learning infrastructures such as electricity [13]. This works out annually to over $400 billion for Africa, $500 billion for Asia, $500 billion for Europe, $300 billion for South/Central America, and $300 billion for North America. Many countries in the advanced continents have well established policies for raising funds to meet these demands by engaging in different strategic plans. For instance, UK institutions of higher learning operate under the 2009 revision of the Higher Education Funding Council for England (HEFCE). The legislation recommends e-learning as part of the technological toolkit for teaching and learning.

Table 4: Yearly Funds Needed for Global Infrastructure Development (billions), Source:[13]

Africa $400

Asia $500

Europe $500

LAC $300

North America $300

This way, E-learning as a technology used in higher education in the United Kingdom is publicly funded under the management of the Joint Information Systems Committee (JISC) [14]. An instance of the e-learning projects funded by the JISC is the alliance of JISC Distributed e-Learning and Higher Education Academy Subject Centre Projects. The project was contracted to the academy over a two-year period; ending 21 st March 2006 and was funded with a sum of £ l.3million by JISC with an objective to enable Subject Centres to engage with HEFCE's political and strategic agendas . And also to work with their subject communities to use technologies to support learning and teaching [15].

The Malaysia's Vision 2020 Development Plan proposed in 1991 heralded an aggressive approach to technology in general and e-learning in particular. The governmental goal was geared towards establishing a scientific and progressive society that is not only a consumer of technology but also a contributor to the scientific and technological civilization of the future. The plan proliferated e-learning at all educational levels, spurred on by a series of legislation, including the Smart School Roadmap launched in 2005 and the National Broadband Initiatives (NBI) launched in 2010. The Singapore government took a proactive approach to promote e-learning by designing a master plan for ICT in Education. The plan promotes collaboration among teachers, promises trials of new assessment approaches, and anticipates improved connectivity and universal technology access for all students in public schools. The plan also calls upon businesses and institutions of higher learning to collaborate with government for

90

innovation in technology-ba ed News Release 07 August _QJ ­Education, Training and Labo provincial government propo- ' Skills in New Brunswick). a skilling online courses [ 16].

However, in developing 0 addressed, such as the in \'e 1

and implementation ofpolicie- ·

5.0 Strategies for Impr Higher Education in _

The benefits of e-learnino are 0 0

to mclude increased tlexibili . learning experience, impro\' c ~~­and graduation [ 17]. Howe\'er _ :' these and other benefi ts ar development and deli verv of e-t~I::::i adequately. The availab ilitY. ::~ -~ properly planned and exe ~~ . I right direction, it is impon:m realization of the lofty goal- .:.. finance, culture, data and r different business mode l 10

required. Standard practi :: recognized. Some of the e . 0 associated with e-learnin!!. ar consideration and cater for. I-=-­quality and learning outcom :: variations in the delivery me and enhances the reputation investment is made at the ri~ ~ e potential. Some of the tend en 1 ::

in higher education have been re - ~

In considering e-learning tra1e21-::

strategies that have been adH~ · _ include the instructive and cons _ model, the instructor task is im~- _ through a step-by-step proc -- : individual learners' differences an not accounted for. This renders · · interactive capabilities. On the o

inent of the world for _ L nomic Forum. Over

\.t decade for global uch as electricity

~ -:oo billion for Asia, _ --: n a. and $300 billion

ontinents have well ~en:mds by engaging in

er learning operate ~ -Council for England : of the technological

_ r education in the United - of the Joint Information

aroimr projects funded by and Higher Education

-red to the academy over - funded with a sum of

_ ~j 1 Centres to engage with to work with their subject

teaching [ 15].

~~0 ·ed in 1991 heralded an e-learning in particular. The

a -cientific and progressive ~ t al 0 a contributor to the .. e. The plan proliferated :~ne of legislation, including 3.Ild the National Broadband

zovemment took a proactive - plan for ICT in Education.

promises trials of new d connectivity and universal

The plan also calls upon ollaborate with government for

innovation in technology-based educational efforts [ 14]. In Canada, according to a News Release 07 August 2014 from the Office of the Premier, Post-Secondary Education, Training and Labour, Economic Development, New Bnmswick. The provincial government proposed to invest $800,000 over two years in SkillsNB (i.e Skills in New Brunswick), a new e-learning platform offering training and up­skilling online courses [ 16].

However, in developing countries, there are challenges which need to be addressed, such as the investment in the right type of infrastructure for e-learning and implementation of policies to support development of individuals and society.

5.0 Strategies for Improving E-Learning Practice in Higher Education in Nigeria

The benefits of e-learning are many and varies. Some of these have been identified to include increased flexibility, improved and revitalized teaching, enhanced learning experience, improved access to resources, and increased rate of success and graduation [ 17]. However there are important issues that must be considered if these and other benefits are to be reaped. The available staff numbers for development and delivery of e-learning must be of the right size and be skilled adequately. The availability, selection and organization of these services must be properly planned and executed. It is true that, to date, efforts in Nigeria are in the right direction, it is important that all stakeholders play an active role in the realization of the lofty goals that have been set. In the face of challenges such as finance, culture, data and record keeping, development and implementation of different business models to meet the needs of education and the sectors are required. Standard practices in traditional education systems must be well recognized. Some of these would need to be revised to take account of changes associated with e-learning, albeit, they are not too challenging to be put into consideration and cater for. Issues relating to accreditation and standards for quality and learning outcomes would need to be maintained irrespective of the variations in the delivery methods. E-learning helps to streamline the curriculum and enhances the reputation of institutions. It is important that the right level of investment is made at the right level and the chosen time in order to realize the true potential. Some of the tendencies and future directions of e-learning developments in higher education have been reported [18, 19, 20] .

In considering e-learning strategies and models, we examine two separate learning strategies that have been advocated for the implementation of e-learning. They include the instructive and constructive models [21]. In the case of the instructive model, the instructor task is simulated in the classroom and the learner is guided through a step-by-step process towards the targeted course objectives. The individual learners' differences and their prior knowledge or present motivation is not accounted for. This renders this model to be instructor-centered with limited interactive capabilities. On the other hand, the constructive model allows learners

91

to rather build their own knowledge following possibly different learning paths based on their level and the background disparities.

E-learning involves using ICTs to acquire knowledge and skills. This could be children playing interactive games, a group of school pupils collaborating on a science or art project or medical students watching some animated presentation on dissections or nurses using virtual resources to learn to give injections. There must be an initial investment by both the institutions and tutors in preparing and ensuring all requirements are meant for meaningful and useful learning to take place.

Most people using e-learning in schools, industries, offices and home finds out that e-learning makes a significant difference to how quickly they master a skill, how easy it is to study and also how much they enjoy learning. E-learning is vital as it contributes to education objectives by raising standards, improving quality, promoting access, removing barriers to learning and facilitating participation in learning, preparing citizens for employment and up skilling employees in the workplace.

Some of the ways e-learning provision in developing countries can be improved could be through increasing the number of instructional designers and professional development staff supporting e-learning in the institution. Also, when making a selection of e-learning technologies and services, institutions could focus on ease­of-use criteria, ease of integration, security, contribution to learning objectives, reliability and effectives of systems.

6.0 Conclusion

The mapping of pedagogy and promotion of students' engagement with learning in VLEs (Virtual Learning Environments) requires the learning activity to be outlined with the stages of learning well articulated and the learning outcomes identified. It is important that context in which learning is to take place is clarified, with details of the characteristics, level and motivation of learners, the tutors, constraints and preferred pedagogical approach. All mini-learning activities that need to be completed must be identified and tools and resources identified. It is vital to coordinate all activities to allow for interactions with peers, instructors and materials, ensuring feedback is available regularly.

In order that e-learning is successful in both the advanced and developing countries it is important to make its initiatives part of the institution's strategic plan and budget with specific goals set for e-learning initiatives. Development programmes must be planned and deployed as e-learning technology is adopted across board. It is important that an office or centre is established specifically for the management of e-learning along with developing and implementing a strategy for identifying tutors and students that need training. E-learning remains a solution in search of problems. However, it is vital that the process of implementation is understood and followed in order to reap the benefit.

Institutions in developing co tend to be behind in e-leamir:_ development and deployme; outsourcing and/or enterina im for e-learning provision t~ou (UK Royal Society and DHO stay because it offers the abih education and leads to impr · ~ _ society. Institutions would n policies and governance for . rr.~~"r"_.j students.

References I

2

3

4

5

6

7

8

9

Moore J. L, Dickson-Deane C and Distance Learni ng En -Journal of Internet and Hi<> ~ Henry P. (2001). E-Lea~ _ Training MCB Univer itY p-= Christopher Pappas (20 1. . ~ ~ Know. Retrieved Dec .. 1..~ . .: e-learning-statistics-for-_ Allen, I.E., Seaman J. (_()()_: · of Online Education in th~ .._- ~~ Kopf D. (2007) , 'E-Le ~ - _ 2013, from http://www.T.., -Winkler K. (2013). Im·e-Collaborative f uture. http: //edcetera.rafter.com u and-collaborative-future Albidewi I. and T ulb R.. -Literature Review, Euro ISSN:l857-788I (Print e-­Dondi C, and Moretti . ' . E Universities: Differem Universities in E-learning. Vanguard (2012). :t:C Retrieved Dec. , 23 , _01 -commissions-e-learni

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ly different learning paths

_ _e and skills. This could be - pupils collaborating on a . animated presentation on

· _.,e injections. There must - rurors in preparing and

d eful learning to take

- __ and home finds out that ev master a skill, how

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~ilitating participation in ·uing employees in the

trie can be improved e:twer and professional ~ \1 o. when making a

·ions could focus on ease­ro learning objectives,

· engagement with learning in leanting activity to be outlined

learning outcomes identified. It pia e i clarified, with details

the tutors, constraints and a tivities that need to be e- identified . It is vital to :ith peers, instructors and

c.ed and developing countries irution' s strategic plan and

Development programmes i adopted across board. It

_ ifically for the management ng a strategy for identifying

r mains a solution in search of i plementation is understood and

Institutions in developing countries and smaller institutions in advanced nations tend to be behind in e-learning initiatives. This could be due to the initial cost of development and deployment of e-learning. A possible solution could be outsourcing and/or entering into partnership with companies and other institutions for e-learning provision through a variety of European (Horizon2020) and national (UK Royal Society and DFID) capacity building schemes. E-learning is here to stay because it offers the ability to promote access, widens participation in higher education and leads to improvement in education and life of individuals and society. Institutions would need to develop and implement the right blend of policies and governance for implementation of e-learning, investing in staff and students.

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