NIB

S C

onfe

renc

e

Challenges facing

E-Learning

Keld Hvam

NIB

S C

onfe

renc

e

Keld Hvam

The International Business Academy – IBA

The Higher Education Department of the International Business College with 6-7000 studentsAbout 1000 studentsBusiness courses at under-graduate and post-graduate levels as well as summer school programmesTraditional teaching and e-learningStudents from many countriesInnovative and progressive institution

Keld Hvam Associate Dean

NIB

S C

onfe

renc

e

Keld Hvam

E-learningSince 1996Among the first in DenmarkContinuous developmentFocus on pedagogical developmentBoth pure e-learning and blended learning coursesCo-operation with British universities.

NIB

S C

onfe

renc

e

Keld Hvam

The effect of the current world economic crisis on international student mobility: challenges and opportunities.

Will the current economic crisis make e-learning a preferred choice for many internationally minded students unable to travel physically or will it have a negative effect on e-learning delivery?

Conclusions from Online Educa, Berlin – December 2011:

More demanding students

What does this require from us ?Students expect:

• Adaptive learning (learning paths)• Availability• Being involved (participative learning)• Learning through active

communication• Motivating and modern assessment

systems• Lecturers who take control and are

visible• Contents that are relevant

NIB

S C

onfe

renc

e

Keld Hvam

NIB

S C

onfe

renc

e

Keld Hvam

Why should these students choose e-learning programmes rather than moving to study abroad?

Only because of:

• Higher quality

• Lower tuition fees

NIB

S C

onfe

renc

e

Keld Hvam

Current Student Preferences - in order of priority

1. Studying at home

2. Going abroad to study

3. Studying through e-learning from home location

Future Student Preferences - in order of priority

1. Going abroad to study

2. Studying through e-learning from home location

3. Studying at home

NIB

S C

onfe

renc

e

Keld Hvam

Students from different cultures require different learning styles

Power Distance

Uncertainty Avoidance

High

Low

Geert Hofstede,Cultures Consequences2001

The Nordic Approach to (e-)Learning

Low power distance and uncertainty avoidance

Students are sceptical and must be convinced through rational and convincing arguments rather than statements of facts.

Focus on arguments and discussions

Participative learning

Inductive rather than deductive learning

NIB

S C

onfe

renc

e

Keld Hvam

The IBA’s current e-concept is based on:

• One-to-one communication

• Student involvement

• Structure and variation

• High academic level

NIB

S C

onfe

renc

e

Keld Hvam

One single learning path – facilitated by lecturer

Discussion item 1

Learning Path

Discussion item 2

Discussion item 3

Discussion item 4

Etc

Information input(written material, video-recorded lectures, webinars, etc)

Additional and

supportive control

activities(interactive

learning objects, m/c exercises,

assignments, etc)

NIB

S C

onfe

renc

e

Keld Hvam

One single learning path – no lecturer involved

Item 1

Learning Path

Item 2

Item 3

Item 4

Etc

Information input(written material, video-recorded lectures, webinars, etc)

Additional and

supportive control

activities(interactive

learning objects, m/c exercises,

assignments, etc)

NIB

S C

onfe

renc

e

Keld Hvam

Combination of separate learning paths

Item 1

Learning Path 2

Item 2

Item 3

Item 4

Etc

NIB

S C

onfe

renc

e

Keld Hvam

Discussion item 1

Learning Path 1

Discussion item 2

Discussion item 3

Discussion item 4

Etc

NIB

S C

onfe

renc

e

Keld Hvam

Discussion Strategies

In a class room:(the funnel approach)+ synchronous e-learning session

Start with the general and easy questions

Make them more and more specific

Direct them at individual students

E-Learning:(The upside-down funnel approach)Asynchronous session

• Start with specific questions

to a text• Ask them to give examples of personal experience• Ask them to comment on each other’s entries• Ask them very general questions

Ex: 3 e-students generated 157 entries in an online discussion forum over 10 weeks during spring 2012.

Potential Threats for e-Learning

• Costs

• Image (esp related to level)

• Free programmes like:

• Lack of socialisation

NIB

S C

onfe

renc

e

Keld Hvam

Learning Space

Coursera

How to Meet the Threats

• Minimize costs through cooperation

(eg e-Connect Centre)

• Outsource e-learning delivery

• Incorporate the free programmes into

lecturer facilitated programmes

• Cut-and-paste strategies

NIB

S C

onfe

renc

e

Keld Hvam

Costs:

How to Meet the Threats

• Increase quality through the use of

high-quality material

• Only use professional lecturers as

facilitators

• have full control of logistics and systems

• be visible and available

NIB

S C

onfe

renc

e

Keld Hvam

Image:

How to Meet the Threats

• ”If you can’t beat them, join them” –

or use (integrate) them

• be better

• be ”human”

• Award degrees

NIB

S C

onfe

renc

e

Keld Hvam

Free programmes:

How to Meet the Threats

• Meet online (eg discussion groups and webinars)

• Include initial physical meetings

• Encourage group activity

• Be visible and available

NIB

S C

onfe

renc

e

Keld Hvam

Lack of socialisation (the worst threat):

Focus Areas for e-Learning

Perceived higher quality • Adaptive learning• Increased

availability• Increased and direct communication• Adding elements of

e- teaching

• Technology that fulfils

these goals

NIB

S C

onfe

renc

e

Keld Hvam

Lower costs

• Pooling of resources

• Outsourcing

• Cut-and-paste strategies

NIB

S C

onfe

renc

e

Keld Hvam

Thank you for listening

Questions ?Keld Hvam

Associate DeanIBA

Contact: khv@iba.dk