ELearning: The Big Picture. Prof.Dr. Srisakdi Charmonman Chief Executive Officer College of Internet Distance Education Assumption University of Thailand

eLearning: The Big Picture.eLearning: The Big Picture.

Prof.Dr. Srisakdi CharmonmanProf.Dr. Srisakdi Charmonman Chief Executive OfficerChief Executive Officer

College of Internet Distance EducationCollege of Internet Distance EducationAssumption University of ThailandAssumption University of Thailand

[email protected]@ksc.au.edu www.charm.au.eduwww.charm.au.edu

Keynote address, Training for Executives of Hanoi Keynote address, Training for Executives of Hanoi Open UniversityOpen University“eLearning Methodology Process and Management Training”,“eLearning Methodology Process and Management Training”,

Srisakdi Charmonman IT Center, Assumption University Srisakdi Charmonman IT Center, Assumption University Bangna Campus, June 4-8, 2007Bangna Campus, June 4-8, 2007 1

1.1. Introduction.Introduction.2. Five Generations 2. Five Generations of Distance Education. of Distance Education.

3.3. Sloan Foundation eLearning Report 2005.Sloan Foundation eLearning Report 2005.

4.4. Sloan Foundation eLearning Report 2006.Sloan Foundation eLearning Report 2006.

5.5. Sample eLearning Laws.Sample eLearning Laws.

6.6. Case Study at Assumption University.Case Study at Assumption University.

eLearning: The Big Picture.eLearning: The Big Picture.

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7. 7. Sample eLearning Policies.Sample eLearning Policies.

8. Concluding Remarks.8. Concluding Remarks.

eLearning: The Big Picture eLearning: The Big Picture ((Cont.Cont.))

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Online education or “eLearning” is gaining Online education or “eLearning” is gaining more and more popularity all over the world.more and more popularity all over the world.

• UUniversity level: no field of study niversity level: no field of study where eLearning is not used. where eLearning is not used.

• SShort courses and training level: hort courses and training level: formal academic institutions, learned societies formal academic institutions, learned societies and companies are providing eLearning. and companies are providing eLearning.

1. Introduction.1. Introduction.

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K12K12: State of Michigan passed the first law in : State of Michigan passed the first law in the world requiring eLearning the world requiring eLearning in high schools. in high schools.

450,000 students to take eLearning.450,000 students to take eLearning.

Other states may pass similar law.Other states may pass similar law.

Introduction (Cont.)Introduction (Cont.)

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• Time Magazine: By the year 2020,Time Magazine: By the year 2020, eLearning will be the mainstream eLearning will be the mainstream and classroom learning the supporting part. and classroom learning the supporting part.

• All countries have established All countries have established or are in the process of establishing eLearning or are in the process of establishing eLearning programs. programs.


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• In the year 1999, Jones International In the year 1999, Jones International University became the first virtual university University became the first virtual university to be fully accredited. to be fully accredited.

• The University of Phoenix is the university The University of Phoenix is the university to have the highest net profit. In 2005, to have the highest net profit. In 2005, Phoenix revenue was 2.251 US$ billion Phoenix revenue was 2.251 US$ billion and net profit of 444 US$ million and net profit of 444 US$ million (about 17,000 million baht).(about 17,000 million baht).

• Capella University is the first virtual Capella University is the first virtual university to enter Nasdaq. university to enter Nasdaq.


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• On 25 April 2002, the On 25 April 2002, the Board of Trustees Board of Trustees of Assumption University of Assumption University approved approved the proposal by the author the proposal by the author to establish the to establish the College College of Internet Distance Education of Internet Distance Education (CIDE)(CIDE) with the author as Chairman of the Board with the author as Chairman of the Board and Chief Executive Officer (CEO). and Chief Executive Officer (CEO).


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• The College is located at The College is located at Srisakdi Charmonman Srisakdi Charmonman IT Center IT Center with 12 floors, 12,000 square meters, with 12 floors, 12,000 square meters, and about 15 US$ million. and about 15 US$ million.

• As of May 2006, CIDE of AU offers: As of May 2006, CIDE of AU offers: - MS in Management. - MS in Management. - MS in Information - MS in Information and Communication Technology. and Communication Technology. - Ph.D. in eLearning Methodology. - Ph.D. in eLearning Methodology.


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Searching Google for “Ph.D. in eLearning Methodology”

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• Found 7 entries on the first page Found 7 entries on the first page about Assumption University about Assumption University “Ph.D. in eLearning Methodology”.“Ph.D. in eLearning Methodology”.

• AU Ph.D. in eLearning MethodologyAU Ph.D. in eLearning Methodology is the first and only such Ph.D. in the is the first and only such Ph.D. in the world world.

Searching Google forSearching Google for““Ph.D. in eLearning Methodology”Ph.D. in eLearning Methodology”

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Introduction Introduction (Cont.)(Cont.)

• To promote eLearning in Thailand, To promote eLearning in Thailand, the author includes the subject the author includes the subject in his one-hour radio and TV programs: in his one-hour radio and TV programs: - FM 92.5 and AM 891 - FM 92.5 and AM 891 every Tuesday 10.10 – 11.00am. every Tuesday 10.10 – 11.00am. - AM 819 every Monday 2.10 – 3.00pm. - AM 819 every Monday 2.10 – 3.00pm. - UBC 89 TV every Sunday 12.00 noon – 1.00pm.- UBC 89 TV every Sunday 12.00 noon – 1.00pm.

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Introduction Introduction (Cont.)(Cont.)

• July 2006, July 2006,

the International Biographical Centrethe International Biographical Centre

in Cambridge, England named in Cambridge, England named Prof.Dr. Srisakdi CharmonmanProf.Dr. Srisakdi Charmonman “ “ The Father of Thai E-Learning”The Father of Thai E-Learning”

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The Father of Thai E-Learning The Father of Thai E-Learning by the International Biographical Centre.by the International Biographical Centre.

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http://www.charm.au.edu/FatherELearning/Pictures/FatherofThaiE-Learning.jpg

http://www.charm.au.edu/FatherELearning/Pictures/FatherofThaiE-Learning.jpg

Searching for “e-Learning” Searching for “e-Learning” provides 224,000,000 entries provides 224,000,000 entries

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About 450 Million Internet Hosts in the Year 2007

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World Internet Usage and Population Statistics.

World RegionsPopulation (2006 Est.)

Internet Usage,

Latest Data

%Population (Penetration)

Usage % of World

Usage Growth

2000-2005

Africa 915,210,928 23,649,000 2.6% 2.3% 423.9%

Asia 3,667,774,066 380,400,713 10.4% 36.5% 232.8%

Europe 807,289,020 294,101,844 36.4% 28.2% 179.8%

Middle East 190,084,161 18,203,500 9.6% 1.7% 454.2%

North America 331,473,276 227,470,713 68.6% 21.8% 110.4%

Latin America/Caribbean

553,908,632 79,962,809 14.7% 7.8% 350.5%

Oceania/Australia 33,956,977 17,872,707 52.6% 1.7% 134.6%

WORLD TOTAL 6,499,697,060 1,043,104,886 16.0% 100.0% 189.0%

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World Internet Usage.World Internet Usage.

• Over 1 billion Internet users, Over 1 billion Internet users, 16% of world population. 16% of world population.• Largest penetration rate of 68.6%Largest penetration rate of 68.6% in North America, in North America, 227 million users from 331 millions population. 227 million users from 331 millions population.• Largest number of Internet users is in Asia, Largest number of Internet users is in Asia, 380 million users from 3.6 billion population, 380 million users from 3.6 billion population, ((but only 10.6but only 10.6% of the % of the populationpopulation which is far less than 68.6% in which is far less than 68.6% in North AmericaNorth America.).)

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1.1 Definitions of eLearning by Sloan.1.1 Definitions of eLearning by Sloan.

There are many definitions of eLearning.There are many definitions of eLearning.

Searching for Searching for “define: elearning” “define: elearning”

from Google, four sources were founded.from Google, four sources were founded.

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Searching for “define: elearning” Searching for “define: elearning” from Google, four sourcesfrom Google, four sources

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Definitions of eLearning by Sloan. Definitions of eLearning by Sloan. (Cont.)(Cont.)

• From <en.wikipedia.org/wiki/Eleaarning>, From <en.wikipedia.org/wiki/Eleaarning>,

“E-learning most often means an approach “E-learning most often means an approach

to facilitate and enhance learning to facilitate and enhance learning

through the use of devices through the use of devices

based on computer based on computer

and communications technology”and communications technology”

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• From the web <www.conferzone.com/resourceFrom the web <www.conferzone.com/resource/glossaryop.html>, /glossaryop.html>, “Online Learning” is the same as “eLearning”.“Online Learning” is the same as “eLearning”.

• From the web From the web <www.intelera.com/glossary.html>, <www.intelera.com/glossary.html>, “Online Learning” has the same meaning as “Online Learning” has the same meaning as “eLearning”.“eLearning”.

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Another important definition of eLearning Another important definition of eLearning was given in the report by Sloan Consortium was given in the report by Sloan Consortium “Growing by Degrees: “Growing by Degrees: Online Education the United States, 2005”Online Education the United States, 2005” released in November 2005. released in November 2005. Four types of learning.Four types of learning.11) ) Traditional Learning. Traditional Learning. 2)2) Web Facilitated Learning. Web Facilitated Learning. 3) 3) Blended/Hybrid Learning. Blended/Hybrid Learning. 4)4) Online Learning or eLearning. Online Learning or eLearning.

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Four Types of Distance Education.Four Types of Distance Education.

Proportionof Content

Delivered OnlineType of Courses Typical Description

0% TraditionalCourse with no online technology used-content

is delivered in writing or orally.

1 to 29%Web Facilitated

Course which use web-based technology to facilitate what is essentially a face-to-face course. Uses a

course management system (CMS) or web pages to post the syllabus and assignments, for example.

30 to 79%Blended/ Hybrid

Course that blends online and face-to-face delivery. Substantial proportion of the content is delivered

online, typically uses online discussions, and typically has some face-to-face meetings.

80+ %Online or eLearning

A course where most of all of the content is delivered online. Typically have no face-to-face meetings.

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Four Types of Distance Education.Four Types of Distance Education.

1) Traditional Learning: 1) Traditional Learning: 0% Online0% Online Course with no online technology used. Course with no online technology used. Content is delivered in writing or orally. Content is delivered in writing or orally.

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Four Types of Distance EducationFour Types of Distance Education(Cont.)(Cont.)

22) ) Web Facilitated Learning: Web Facilitated Learning: 1 - 29% Online1 - 29% Online Course which uses web-based technology Course which uses web-based technology to facilitate what is essentially a face-to-face to facilitate what is essentially a face-to-face course. course. Uses a course management system (CMS) Uses a course management system (CMS) or web pages to post the syllabus or web pages to post the syllabus and assignments. and assignments.

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33) ) Blended/ Hybrid Learning: Blended/ Hybrid Learning: 30 to 79%30 to 79% Online Online Course that blends online and face-to-face Course that blends online and face-to-face delivery. delivery. Substantial proportion Substantial proportion of the content is delivered online. of the content is delivered online. Typically uses online discussions, Typically uses online discussions, and typically has some face-to-face meetings. and typically has some face-to-face meetings.

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44) ) Online or eLearning: Online or eLearning: 8080 - 100 - 100%%OnlineOnline A course where most A course where most of all of the content is delivered online. of all of the content is delivered online. Typically have no face-to-face meetings in the Typically have no face-to-face meetings in the traditional sense traditional sense (May use webcam or VDO conference )(May use webcam or VDO conference )..

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1.2 U.S Universities 1.2 U.S Universities with eLearning Degrees.with eLearning Degrees.

• The university with the largest number The university with the largest number of eLearning students is Phoenix of eLearning students is Phoenix with more than 140,000 students. with more than 140,000 students. • Phoenix made about 150 US$ million Phoenix made about 150 US$ million net profit per year. net profit per year.• Baker College has the second largest Baker College has the second largest enrollment of about 101,000 students. enrollment of about 101,000 students.

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Sample U. S. Universities Offering Sample U. S. Universities Offering

eLearning Courses.eLearning Courses. University

Year Started eLearning

Number of eLearning

Courses

Number ofELearningStudents

Phoenix 1989 23 programs 140,000+

Baker College, Auburn Hills

1994 252 programs 101,000+

Maryland 1993 597 programs 37,000+

Arizona State 1996 358 programs 16,900+

Capella 1996 675 programs 12,000+

Brigham Young 1997 178 programs 10,000+

Boston 1985 44 programs 5,400+

Missouri-Columbia 1996 265 programs 2,700+

Stanford 1997 228 programs (Not mentioned)

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Searching for Searching for “US Universities eLearning Statistics”“US Universities eLearning Statistics”

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US Universities with eLearning ProgramsUS Universities with eLearning Programs

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2. Five Generations 2. Five Generations

of Distance Education.of Distance Education.

• First generation: “The Correspondence Model”First generation: “The Correspondence Model”• Second generation: “The Multimedia Model”Second generation: “The Multimedia Model” • Third generation: “The Telelearning Model” Third generation: “The Telelearning Model” • Fourth Generation: Fourth Generation:

“The Web-based Learning Model”“The Web-based Learning Model”• Fifth Generation: Fifth Generation:

“The Internet Distance Education Model”“The Internet Distance Education Model”

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First Generations of Distance Education.First Generations of Distance Education.

First GenerationFirst Generation The Correspondence ModelThe Correspondence Model

PrintPrint

Poster mailPoster mail

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The First Generations The First Generations of Distanceof Distance EducationEducation (Cont.) (Cont.)

The first generation:The first generation:• SStarted in the late 1800’s and early 1900’started in the late 1800’s and early 1900’s• Was known as “correspondence study” Was known as “correspondence study”

using postal mail.using postal mail.• The students and instructors The students and instructors

communicated through writing communicated through writing and postal mail.and postal mail.

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The First Generations The First Generations

of Distanceof Distance EducationEducation (Cont.) (Cont.)

In the early 1900’sIn the early 1900’s• Baltimore’s Calvert School Baltimore’s Calvert School

was the first elementary school to offer was the first elementary school to offer correspondence study. correspondence study.

• University of Chicago University of Chicago was the first university was the first university to offer correspondence study.to offer correspondence study.

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The First Generations The First Generations of Distanceof Distance EducationEducation (Cont.) (Cont.)

• As a matter of fact, correspondence study As a matter of fact, correspondence study can be offered through the Internet can be offered through the Internet by using email instead of the postal mail by using email instead of the postal mail which is referred to as which is referred to as “snail mail”“snail mail” to indicate its slow speed to indicate its slow speed comparing to the Internet. comparing to the Internet.

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The Second Generations

of Distance Education.

Second Generation Second Generation The Multimedia ModelThe Multimedia Model PrintPrint AudiotapeAudiotape VideotapeVideotape Computer-based learning, e.g.Computer-based learning, e.g. - CML (Computer-Managed Learning)- CML (Computer-Managed Learning) - CAL (Computer-Assisted Learning) - CAL (Computer-Assisted Learning) Interactive video (disk and tape)Interactive video (disk and tape)

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The Second Generations The Second Generations of Distance Education of Distance Education (Cont.)(Cont.)

The second generation:The second generation:• Is called the “Open Universities” Is called the “Open Universities”

which started in 1970’s.which started in 1970’s.• The British Open University delivered the The British Open University delivered the

course information via radio and television.course information via radio and television.• The philosophy of “anyone, anytime, anywhere” The philosophy of “anyone, anytime, anywhere”

was adopted by open universities.was adopted by open universities.

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The Second Generations The Second Generations of Distance Education of Distance Education (Cont.)(Cont.)

• Any person may enroll in courses without Any person may enroll in courses without regard to prior experience or education.regard to prior experience or education.

• A student can begin and complete a course A student can begin and complete a course without time restrictions.without time restrictions.

• Coursework and study is done anywhere Coursework and study is done anywhere the student chooses. the student chooses.

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Third Generations of Distance Education.Third Generations of Distance Education.

Third GenerationThird Generation The Telelearning ModelThe Telelearning Model

AudioteleconferencingAudioteleconferencing VideoconferencingVideoconferencing Audiographic CommunicationAudiographic Communication Broadcast TV/Radio Broadcast TV/Radio and Audioteleconferencing and Audioteleconferencing

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Third Generations of Distance Education (Cont.)

• Started in 1980’s with videotape, Started in 1980’s with videotape, broadcast, satellite, and cable. broadcast, satellite, and cable.

• Large organizations Large organizations like the US Department of Defense like the US Department of Defense invested large sum of money invested large sum of money to set up satellite network to set up satellite network for training purposes.for training purposes.

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Third Generations of Distance Education Third Generations of Distance Education (Cont.)(Cont.)

• In 1981,In 1981, PBS PBS (Public Broadcasting Service)(Public Broadcasting Service) Adult Learning Service (ALS)Adult Learning Service (ALS) joined with 190 public television stations joined with 190 public television stations and about 2,000 colleges and about 2,000 colleges to offer over 80 telecourses for credit to offer over 80 telecourses for credit with enrollment of over 470,000 students.with enrollment of over 470,000 students.

• In 2005, PBS dropped out of the project.In 2005, PBS dropped out of the project.

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Third Generations of Distance Education (Cont.)

• In addition to telecourses for college degree, In addition to telecourses for college degree, ALS also offers more than 1,000 hours ALS also offers more than 1,000 hours of satellite programming of satellite programming for professional development, for professional development, adult literacy adult literacy and other distance learning topics. and other distance learning topics.

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Fourth Generations of Distance Education.Fourth Generations of Distance Education.

Fourth GenerationFourth Generation

The Web-based Learning ModelThe Web-based Learning Model

• Interactive multimedia (IMM) Interactive multimedia (IMM)

• Internet-based access to WWW resourcesInternet-based access to WWW resources

• Computer-mediated communicationComputer-mediated communication

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Fourth Generations of Distance Education Fourth Generations of Distance Education (Cont.)(Cont.)

• The fourth generation: is “Web-based” The fourth generation: is “Web-based” or through the Internet. or through the Internet.

• Providing instructions Providing instructions via the World Wide Web.via the World Wide Web.

• Business travelers Business travelers and students in isolated areas and students in isolated areas can enjoy interactive classrooms can enjoy interactive classrooms no matter where they are and what time it is.no matter where they are and what time it is.

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Fifth Generations of Distance Education.Fifth Generations of Distance Education.

Fifth GenerationFifth Generation

The Internet Distance Education ModelThe Internet Distance Education Model

Interactive multimedia (IMM)Interactive multimedia (IMM) Internet-based access to WWW resourcesInternet-based access to WWW resources All facilities of the InternetAll facilities of the Internet

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Fifth Generations of Distance Education Fifth Generations of Distance Education (Cont.)(Cont.)

The fifth generation The fifth generation or Internet Distance Education.or Internet Distance Education.• Offers the potential to decrease significantly Offers the potential to decrease significantly the cost of online learning. the cost of online learning.• Increase significantly access to education Increase significantly access to education and training opportunities worldwide. and training opportunities worldwide. • Delivers a quantum leap in economy Delivers a quantum leap in economy of scale and associated cost-effectiveness. of scale and associated cost-effectiveness. • All existing and any new facilities All existing and any new facilities of the Internet could be used. of the Internet could be used.

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3. Sloan Foundation 3. Sloan Foundation eLearning Report 2005eLearning Report 2005

The Sloan Consortium is a consortium The Sloan Consortium is a consortium of institutions and organizations committed of institutions and organizations committed to quality online education.to quality online education.• November 2005, November 2005, Sloan Consortium released a report entitled. Sloan Consortium released a report entitled. “Growing by degrees: Online Education in “Growing by degrees: Online Education in the United States, 2005”. the United States, 2005”.The report was based on survey results from over The report was based on survey results from over 1,000 colleges and universities in the US.1,000 colleges and universities in the US.

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Sloan ConsortiumSloan Consortium

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3.1 Have the Course and Program Offerings 3.1 Have the Course and Program Offerings in Online Education Entered the Mainstream? in Online Education Entered the Mainstream? The answer is definitely “Yes”:The answer is definitely “Yes”:

• 65% of schools offering classroom-based 65% of schools offering classroom-based graduate courses also offer graduate graduate courses also offer graduate courses in eLearning mode. courses in eLearning mode.

• 63% of schools offering classroom-based 63% of schools offering classroom-based under graduate courses also offer under under graduate courses also offer under graduate courses in eLearning mode. graduate courses in eLearning mode.

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Sloan eLearning Report 2005 Sloan eLearning Report 2005 (Cont.)(Cont.)

3.2 Who is Teaching Online?3.2 Who is Teaching Online? Staffing of eLearning courses does not come Staffing of eLearning courses does not come at the expense of classroom-based staff:at the expense of classroom-based staff:

• 65% of higher education institutions 65% of higher education institutions use full-time classroom-based instructors use full-time classroom-based instructors to teach in eLearning mode, to teach in eLearning mode, while only 62% use full-time while only 62% use full-time classroom-based instructors in classroom mode. classroom-based instructors in classroom mode.

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• 74% of public colleges 74% of public colleges use full-time classroom-based instructors use full-time classroom-based instructors to teach in eLearning mode, to teach in eLearning mode, while only 61% use full-time classroom-based while only 61% use full-time classroom-based instructors in classroom mode. instructors in classroom mode.

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Who is Teaching Online Who is Teaching Online (Cont.)(Cont.)

3.3 Is Online Education Becoming Part 3.3 Is Online Education Becoming Part of Long-Term Strategy for Most Schools? of Long-Term Strategy for Most Schools? There is a strong trend upwards in considering There is a strong trend upwards in considering eLearning as a part of long-term strategy:eLearning as a part of long-term strategy:• In 2005, 56% of schools identify eLearning In 2005, 56% of schools identify eLearning as a critical long-term strategy, compared as a critical long-term strategy, compared to 49% in 2003. to 49% in 2003.• In 2005, 72% of Associates Degree institutions In 2005, 72% of Associates Degree institutions identify eLearning identify eLearning as a critical long-term strategy, as a critical long-term strategy, compared to 58% in 2003. compared to 58% in 2003. 54


3.4 Have Online Enrollments Continued Their 3.4 Have Online Enrollments Continued Their Rapid Growth? Rapid Growth? Growth has continued at a good rate of 18.2%:Growth has continued at a good rate of 18.2%:• Overall eLearning enrollment increased Overall eLearning enrollment increased from 1.98 million in 2003 to 2.35 million in 2004. from 1.98 million in 2003 to 2.35 million in 2004.• eLearning enrollment growth rate is over 10 times eLearning enrollment growth rate is over 10 times that projected by the National Center that projected by the National Center for Education Statistics for Education Statistics for the general postsecondary student population. for the general postsecondary student population.

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3.5 What Else Do Chief Academic Officers 3.5 What Else Do Chief Academic Officers and Faculty Believe About Online Education? and Faculty Believe About Online Education? There are some good news:There are some good news:

• It is no harder to evaluate eLearning course It is no harder to evaluate eLearning course than classroom-based course. than classroom-based course.

• It takes more effort to teach online.It takes more effort to teach online.

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What Else What Else (Cont.)(Cont.)• 64% believe that it takes more discipline 64% believe that it takes more discipline for a student to succeed in eLearning course for a student to succeed in eLearning course• 82% believe that it is no more difficult 82% believe that it is no more difficult to evaluate the quality of an eLearning course to evaluate the quality of an eLearning course than a classroom-based course. than a classroom-based course.

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4. Sloan Foundation 4. Sloan Foundation eLearning Report 2006eLearning Report 2006

November 2006, November 2006, Sloan Consortium released a report entitled. Sloan Consortium released a report entitled. “Making the Grade: “Making the Grade: Online Education in the United States, 2006”. Online Education in the United States, 2006”.

The report was based on survey results The report was based on survey results from over 1,000 colleges and universities in the US.from over 1,000 colleges and universities in the US.

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Sloan Foundation Sloan Foundation eLearning Report 2006 (Cont.)eLearning Report 2006 (Cont.)

4.1 Has the Growth of Online Enrollments Begun 4.1 Has the Growth of Online Enrollments Begun

to Plateau? to Plateau? Nearly 3.2 million students Nearly 3.2 million students

were taking at least one online course were taking at least one online course during the fall 2005 term, during the fall 2005 term, a substantial increase over the 2.3 million a substantial increase over the 2.3 million in the previous year. in the previous year.

The more than 800,000 additional The more than 800,000 additional online students is more than twice online students is more than twice the number added in any previous year. the number added in any previous year.59


4.2 Who is Learning Online? 4.2 Who is Learning Online? Online students, like the overall student body, Online students, like the overall student body,

are overwhelmingly are overwhelmingly undergraduates.undergraduates. The proportion of graduate-level students The proportion of graduate-level students is slightly higher in online education is slightly higher in online education relative to the overall higher relative to the overall higher education population. education population.

Online students, especially undergraduates, Online students, especially undergraduates, are more likely to be studying are more likely to be studying at Associates institutions at Associates institutions than are their face-to-face contemporaries. than are their face-to-face contemporaries.

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4.3 What Types of Institutions 4.3 What Types of Institutions Have Online Offerings? Have Online Offerings?

More than 96 percent More than 96 percent of the very largest institutions of the very largest institutions (more than 15,000 total enrollments) (more than 15,000 total enrollments) have some online offerings, have some online offerings, which is more than double the rate observed which is more than double the rate observed for the smallest institutions. for the smallest institutions.

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What Types of InstitutionsWhat Types of InstitutionsHave Online Offerings? (Cont.)Have Online Offerings? (Cont.) The proportion of institutions The proportion of institutions with fully online programs rises steadily with fully online programs rises steadily as institutional size increases, as institutional size increases, and and about two-thirds about two-thirds of the very largest institutions of the very largest institutions have fully online programs, have fully online programs, compared to only about one-sixth compared to only about one-sixth of the smallest institutions. of the smallest institutions.

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What Types of Institutions What Types of Institutions Have Online Offerings? (Cont.)Have Online Offerings? (Cont.) Doctoral/Research institutions Doctoral/Research institutions have the greatest penetration have the greatest penetration of offering online programs of offering online programs as well as the highest overall rate as well as the highest overall rate (more than 80%)(more than 80%) of having some form of having some form of online offering of online offering (either courses or full programs).(either courses or full programs).

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4.4 Have Perceptions of Quality Changed 4.4 Have Perceptions of Quality Changed for Online Offerings? for Online Offerings?

In 2003, 57 percent In 2003, 57 percent of academic leaders rated of academic leaders rated the learning outcomes in online education the learning outcomes in online education as the same or superior as the same or superior to those in face-to-face. to those in face-to-face. That number is now 62 percent, That number is now 62 percent, a small but noteworthy increase. a small but noteworthy increase.

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Have Perceptions of Quality Changed Have Perceptions of Quality Changed for Online Offerings? (Cont.)for Online Offerings? (Cont.) The proportion who believe that online learning The proportion who believe that online learning

outcomes are superior to those outcomes are superior to those for face-to-face is still relatively small for face-to-face is still relatively small but has grown by 40 percent since 2003 but has grown by 40 percent since 2003 from 12.1 percent in 2003 to 16.9 percent. from 12.1 percent in 2003 to 16.9 percent.

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4.5 What are the Barriers to Widespread Adoption 4.5 What are the Barriers to Widespread Adoption of Online Education? of Online Education?

Only 4.6 percent of Chief Academic Officers Only 4.6 percent of Chief Academic Officers agreed that there are no significant barriers agreed that there are no significant barriers to widespread adoption of online learning.to widespread adoption of online learning.

Nearly two-thirds of the academic leaders cite Nearly two-thirds of the academic leaders cite the need for more discipline on the partthe need for more discipline on the partof online students as a critical barrier.of online students as a critical barrier.

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Barriers to Widespread Adoption Barriers to Widespread Adoption of Online Education? (Cont.)of Online Education? (Cont.) Faculty issues, both acceptance of online Faculty issues, both acceptance of online and the need for greater time and effort and the need for greater time and effort to teach online, are also important barriers. to teach online, are also important barriers. Neither a perceived lack of demand on the part Neither a perceived lack of demand on the part of potential students nor the acceptance of potential students nor the acceptance of an online degree by potential employers of an online degree by potential employers was seen as a critical barrier. was seen as a critical barrier.

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5.1 Thai Laws to Legalize e-Learning.5.1 Thai Laws to Legalize e-Learning.

5.2 The US Federal Internet Equity 5.2 The US Federal Internet Equity and Education Act of 2001. and Education Act of 2001.

5.3 US State-Level Law to Require 5.3 US State-Level Law to Require eLearning. eLearning.

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5. Sample eLearning Laws.5. Sample eLearning Laws.

• On April 25, 2002, Prof. Charmonman On April 25, 2002, Prof. Charmonman proposed and got approval from the Board proposed and got approval from the Board of Trustees of Assumption University (AU) of Trustees of Assumption University (AU) to establish the first eLearning College to establish the first eLearning College in Thailand: in Thailand: - The College of Internet Distance Education - The College of Internet Distance Education announced that the College would eventually announced that the College would eventually

serve 100,000 students per year. serve 100,000 students per year.

5.1 Thai Law to Legalize eLearning5.1 Thai Law to Legalize eLearning

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• If the College of Internet Distance Education If the College of Internet Distance Education has 100,000 students, at 100,000 baht each, has 100,000 students, at 100,000 baht each, the revenue per year is 10 billion baht. the revenue per year is 10 billion baht.

• If the expenses are 6 billion baht, the net profit If the expenses are 6 billion baht, the net profit is 4 billion baht per year. is 4 billion baht per year.

Thai Law to Legalize eLearning Thai Law to Legalize eLearning (Cont.)(Cont.)

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• In the year 2002, he also met formerIn the year 2002, he also met former Prime Minister Thaksin Shinawatra Prime Minister Thaksin Shinawatra and proposed to him and proposed to him that Thailand legalize eLearning. that Thailand legalize eLearning. - The former Prime Minister agreed - The former Prime Minister agreed and advised him to start the process. and advised him to start the process. - So, he sent a letter to the Minister - So, he sent a letter to the Minister of University Affairs asking permission of University Affairs asking permission for Assumption University for Assumption University to offer its degree programs to offer its degree programs in the eLearning mode. in the eLearning mode.

Thai Law to Legalize eLearningThai Law to Legalize eLearning(Cont.)(Cont.)

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- Prof. Charmonman also authored- Prof. Charmonman also authored the first draft of the first eLearning decree the first draft of the first eLearning decree in Thailand. in Thailand. - The government established a committee - The government established a committee to consider the law and he was invited to consider the law and he was invited to be a member. to be a member.


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AU team met the Minister of University Affairs AU team met the Minister of University Affairs and tried to convince him to support eLearning.and tried to convince him to support eLearning.

• Rev.Bro.Dr. Prathip Martin Komolmas, Rev.Bro.Dr. Prathip Martin Komolmas, the President Emeritus. the President Emeritus.

• Rev.Bro.Dr. Bancha Saenghirun, Rev.Bro.Dr. Bancha Saenghirun, the President. the President.

• Prof. Charmonman, the College CEO.Prof. Charmonman, the College CEO.


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• In his capacity as the Founder and Chairman In his capacity as the Founder and Chairman of ABAC Poll, Prof. Charmonman of ABAC Poll, Prof. Charmonman ordered an eLearning survey ordered an eLearning survey in 2003 which founded in 2003 which founded 77% of the sample were interested77% of the sample were interested in continuing their education in continuing their education through eLearning. through eLearning.


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• On November 26, 2003, On November 26, 2003, the Ministry of University Affairs organized the Ministry of University Affairs organized an open hearing on the eLearning law. an open hearing on the eLearning law.


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• In his capacity as the President In his capacity as the President of the Computer Association of Thailand of the Computer Association of Thailand under the Royal Patronage of HM the King, under the Royal Patronage of HM the King,

- Prof. Charmonman presented the draft law - Prof. Charmonman presented the draft law in the morning and chaired the open hearing in the morning and chaired the open hearing

in the afternoon. in the afternoon.

- The results were used in modifying the law. - The results were used in modifying the law.


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• In August, 2004, In August, 2004, Prof. Charmonman was elected Chairman Prof. Charmonman was elected Chairman of e-ASEAN Business Council. of e-ASEAN Business Council. - At that time, the Thai Government - At that time, the Thai Government has not passed the eLearning decree. has not passed the eLearning decree. - So, he tried to get help from ASEAN. - So, he tried to get help from ASEAN. - He proposed to the ASEAN Ministers - He proposed to the ASEAN Ministers that eLearning be promoted that eLearning be promoted by all ASEAN member countries by all ASEAN member countries and the Ministers agreed. and the Ministers agreed.


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• Prof. Charmonman Prof. Charmonman sent many letters to the authorities. sent many letters to the authorities. - Dated 23 September 2002, he sent a letter - Dated 23 September 2002, he sent a letter to the Minister requesting permission to the Minister requesting permission for AU to offer eLearning. for AU to offer eLearning. - Dated 15 September 2003, he sent a letter - Dated 15 September 2003, he sent a letter to the Prime Minister to the Prime Minister to speed up the eLearning decree. to speed up the eLearning decree.


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- Dated 14 March 2005, he sent another letter - Dated 14 March 2005, he sent another letter to the Prime Minister that Cambodia to the Prime Minister that Cambodia was ahead of Thailand on eLearning was ahead of Thailand on eLearning and Thailand should pass the eLearning decree and Thailand should pass the eLearning decree as soon as possible to be ahead of Cambodia. as soon as possible to be ahead of Cambodia.


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After 3 years, 5 ministers, After 3 years, 5 ministers, and many revisions of the eLearning law and many revisions of the eLearning law

• In October 2005. In October 2005. the decree to legalize eLearning in Thailand the decree to legalize eLearning in Thailand was published in the Royal Gazette. was published in the Royal Gazette.


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• In January 2006, In January 2006, AU became the first university in Thailand AU became the first university in Thailand to offer a complete eLearning degree program, to offer a complete eLearning degree program,

Master of Science in Management, Master of Science in Management, with Prof. Charmonman with Prof. Charmonman as the Program Director. as the Program Director.

• In 2006, AU offered three MS degree programs In 2006, AU offered three MS degree programs and Ph.D. in eLearning Methodology and Ph.D. in eLearning Methodology which is the first such Ph.D. in the world. which is the first such Ph.D. in the world.


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• Prior to the year 2001, Prior to the year 2001, eLearning was not completely accepted eLearning was not completely accepted by US laws. For example: by US laws. For example: - To be eligible for federal financial aid, - To be eligible for federal financial aid, students had to satisfy the “50% Rule” students had to satisfy the “50% Rule” and the“12-Hour Rule”. and the“12-Hour Rule”. * The “50% Rule” required students * The “50% Rule” required students to take at least 50% to take at least 50% of learning in the classrooms. of learning in the classrooms.

5.2 The US Federal Internet Equity 5.2 The US Federal Internet Equity and Education Act of 2001.and Education Act of 2001.

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* The “12 Hour Rule” required higher-education * The “12 Hour Rule” required higher-education programs that did not operate programs that did not operate in a standard semester, trimester, in a standard semester, trimester, or quarter system or quarter system to offer a minimum to offer a minimum of 12 hours of course work a week. of 12 hours of course work a week.

The US Federal Internet Equity The US Federal Internet Equity and Education Act of 2001and Education Act of 2001 (Cont.) (Cont.)

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• The “12 Hour Rule” were killed The “12 Hour Rule” were killed by the Internet Equity by the Internet Equity and Education Act of 2001. and Education Act of 2001.

The US Federal Internet Equity The US Federal Internet Equity and Education Act of 2001 (Cont.)and Education Act of 2001 (Cont.)

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• Providers of eLearning services Providers of eLearning services had been calling had been calling for abolishing the regulations for abolishing the regulations for several years for several years and finally considered the Internet Equity and finally considered the Internet Equity and Education Act of 2001 the US law and Education Act of 2001 the US law as making eLearning as making eLearning as legal as the classroom-based learning. as legal as the classroom-based learning.

The US Federal Internet Equity The US Federal Internet Equity and Education Act of 2001 (Cont.)and Education Act of 2001 (Cont.)

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• The State of Michigan of the US The State of Michigan of the US is the first to pass a law requiring is the first to pass a law requiring every high school graduate every high school graduate to take at least one eLearning course. to take at least one eLearning course.

5.3 US State-Level Law 5.3 US State-Level Law to Require eLearning. to Require eLearning.

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• On December 13, 2005, On December 13, 2005, the Michigan State Board of Education the Michigan State Board of Education adopted a plan requiring that adopted a plan requiring that all Michigan students cannot graduate all Michigan students cannot graduate with a Grade 12 certificate with a Grade 12 certificate without completing 18 credits in without completing 18 credits in - English. - English. - Mathematics. - Mathematics. - Science. - Science.

US State-Level Law US State-Level Law to Require eLearning (Cont.) to Require eLearning (Cont.)

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- Social Studies. - Social Studies. - Visual and Performing Arts.- Visual and Performing Arts. - Health and Physical Education. - Health and Physical Education. - World Languages. - World Languages.


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• Effective April 2006, all Michigan students Effective April 2006, all Michigan students must take at least one eLearning course must take at least one eLearning course to complete all the requirements for Grade12. to complete all the requirements for Grade12.

• Michigan Virtual University Michigan Virtual University (MVU)(MVU) joined with Blackboard Inc. joined with Blackboard Inc. to deliver eLearning to deliver eLearning to 450,000 Michigan high school students to 450,000 Michigan high school students during the next 3 years during the next 3 years thru Michigan Virtual High School thru Michigan Virtual High School (MVHS).(MVHS).


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• With Michigan passing the law With Michigan passing the law requiring every high school student requiring every high school student to take at least one eLearning course, to take at least one eLearning course, other States will probably consider similar laws. other States will probably consider similar laws.

• If the US Federal Government passes a law If the US Federal Government passes a law to require eLearning, other countries to require eLearning, other countries may also have serious consideration to compete. may also have serious consideration to compete.


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6. Case Study 6. Case Study

at Assumption Universityat Assumption University Assumption University isAssumption University is

- The first university in Thailand - The first university in Thailand to establish a college-level to establish a college-level organization specifically to offer eLearning. organization specifically to offer eLearning. - The first university in Thailand - The first university in Thailand to offercomplete eLearning degree programs. to offercomplete eLearning degree programs. - The first university in the world - The first university in the world to offer a Ph.D. program to offer a Ph.D. program in eLearning Methodology. in eLearning Methodology. The College is housed in a 15 US$ million The College is housed in a 15 US$ million building namedbuilding named..“Srisakdi Charmonman IT Center”“Srisakdi Charmonman IT Center” 91

Srisakdi Charmonman IT CenterSrisakdi Charmonman IT Center

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Searching for Searching for “Ph.D. eLearning Methodology” “Ph.D. eLearning Methodology”

from Google resulted in the first five entries about from Google resulted in the first five entries about Assumption UniversityAssumption University

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The author proposal to establish the College The author proposal to establish the College of Internet Distance Education was approved of Internet Distance Education was approved by the Board of Trustees of Assumption Universityby the Board of Trustees of Assumption University

• April 25, 2002, with the author as the Chairman April 25, 2002, with the author as the Chairman of the Board and CEO of the College. of the Board and CEO of the College. • The author also wrote the first draft of the decree The author also wrote the first draft of the decree to legalize eLearning in Thailand which was later to legalize eLearning in Thailand which was later published in the Royal Gazette in October 2005. published in the Royal Gazette in October 2005.

Case Study Case Study

at Assumption University (Cont.)at Assumption University (Cont.)

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• October 2006, October 2006, the College of Internet Distance Education the College of Internet Distance Education of Assumption University offer four complete of Assumption University offer four complete eLearning degree programs. eLearning degree programs. - Master of Science in Management. - Master of Science in Management. - Master of Science in Information - Master of Science in Information and Communication Technology. and Communication Technology. - Master of Science in eLearning Methodology. - Master of Science in eLearning Methodology. - Ph.D. in eLearning Methodology. - Ph.D. in eLearning Methodology.



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• The Master of Science in Management includes The Master of Science in Management includes a major in Human Resource Management. a major in Human Resource Management.

The courses available are: The courses available are: - MS6501 Organization Management.- MS6501 Organization Management. - MS6502 Marketing Management.- MS6502 Marketing Management. - MS6503 Financial Management.- MS6503 Financial Management. - MS6504 Operations Research.- MS6504 Operations Research. - MS6505 Research Methods. - MS6505 Research Methods. - MS6506 Strategic Management.- MS6506 Strategic Management. - MS6521 Human Resource Management.- MS6521 Human Resource Management.



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- MS6522 Leadership - MS6522 Leadership and Interpersonal Dynamics. and Interpersonal Dynamics. - MS6523 Organization Design and Behavior.- MS6523 Organization Design and Behavior. - MS6524 Motivation and Productivity. - MS6524 Motivation and Productivity. - MS6525 Employee Development - MS6525 Employee Development and Training. and Training. - MS6526 Negotiation. - MS6526 Negotiation. - MS6527 Advanced Topics - MS6527 Advanced Topics in Human Resource Management. in Human Resource Management. - MS6528 Seminar in HRM Management. - MS6528 Seminar in HRM Management.

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7.1 Human Resource Policies.7.1 Human Resource Policies.

7.2 Facilities and Network Policies.7.2 Facilities and Network Policies.

7.3 Financial and Other Policies.7.3 Financial and Other Policies.

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7. Sample eLearning Policies.7. Sample eLearning Policies.

7.1 Human Resource Policy7.1 Human Resource Policy

In the college-level unit responsible In the college-level unit responsible for eLearning, there must be human resource for eLearning, there must be human resource policy. For example, the policy may state that policy. For example, the policy may state that the following positions must be available: the following positions must be available:

11) ) Chief Executive Officer: Chief Executive Officer: AA full time CEO should be appointed from full time CEO should be appointed from those holding doctorate degrees or those holding doctorate degrees or equivalent or at least associate equivalent or at least associate professorship. professorship.

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Human Resource Policy Human Resource Policy (Cont.)(Cont.)

22)) Executive Officers: Executive Officers: The CEO could be assisted by a Chief The CEO could be assisted by a Chief Technology Officer Technology Officer (CTO)(CTO), Chief Academic , Chief Academic Officer Officer (CAO)(CAO), Chief Operating Officer , Chief Operating Officer (COO)(COO), Chief Information Officer , Chief Information Officer (CIO)(CIO), , and etc.and etc. Each school should have a Dean, Each school should have a Dean, and each program a Program Director.and each program a Program Director.

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33)) Administrative Officers: Administrative Officers: such as such as • Director of Network Operation CenterDirector of Network Operation Center• Director of Radio and TV Courseware Director of Radio and TV Courseware

Production Center Production Center• Director of Web-based Courseware Director of Web-based Courseware

Production Center Production Center• etc.etc.

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44)) Educational and Communication Technology Educational and Communication Technology Specialist:Specialist: should be appointed as full time staff from should be appointed as full time staff from those holding at least a master’s degree inthose holding at least a master’s degree in• Educational technology.Educational technology.• Instructional technology.Instructional technology.• Audio-visual education to assist in systems Audio-visual education to assist in systems

instructional design, supervise and control instructional design, supervise and control media production. media production.

• Utilization and evaluation.Utilization and evaluation. 102


5)5) Testing and Evaluation Specialists:Testing and Evaluation Specialists: should be appointed as full time academic should be appointed as full time academic staff from those staff from those

• Holding at least a master’s degree in Holding at least a master’s degree in educational measurement and evaluationeducational measurement and evaluation

• Developing and analyzing on-line Developing and analyzing on-line and off-line test instruments based on and off-line test instruments based on objectives and learning experiences.objectives and learning experiences.

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66)) Faculty Members: Faculty Members: - - Content ExpertContent Expert-- Facilitating InstructorFacilitating Instructor- Thesis Advisor- Thesis Advisor

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Content Expert:Content Expert:

A specialist in a subject must be appointed A specialist in a subject must be appointed

to be in charge of the course in his area to be in charge of the course in his area

of specialization.of specialization.

• Create the course syllabus Create the course syllabus with course description, course objectives, with course description, course objectives, list of textbooks and journal articles, list of textbooks and journal articles, additional reading materials, additional reading materials, course assessment, and etc.course assessment, and etc.

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Content Expert Content Expert (Cont.)(Cont.)

• Establish the contents of the course Establish the contents of the course and the PowerPoint presentation. and the PowerPoint presentation.

• Deliver the lectures in the studio Deliver the lectures in the studio to be videotaped and taped in voice.to be videotaped and taped in voice.

• Create the handout for students Create the handout for students to download.to download.

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• Set up online activities. Set up online activities.

• Define all activities such as exercises, Define all activities such as exercises, assignments, reports, assignments, reports, quizzes and examinations.quizzes and examinations.

• Set up assessment guidelines Set up assessment guidelines for the facilitating instructor to follow.for the facilitating instructor to follow.

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• Develop many sets of examinations. Develop many sets of examinations.

• Provide a list of glossary. Provide a list of glossary. The College paid the content expert 180,000 The College paid the content expert 180,000 baht per course, baht per course, totaling over 4 million baht totaling over 4 million baht for 23 courses for 23 courses in the MSc in Management program.in the MSc in Management program.

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Facilitating Instructor:Facilitating Instructor:

• Must hold at least a master’s degree Must hold at least a master’s degree in the area of his/her specialization in the area of his/her specialization with university teaching experience with university teaching experience or equivalent.or equivalent.

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Facilitating Instructor (Cont.)Facilitating Instructor (Cont.)

• May be responsible May be responsible for not more than 40 students in a course for not more than 40 students in a course and perform the following duties:and perform the following duties:

1)1) Acknowledge the receipt of email Acknowledge the receipt of email from the student within 24 hours.from the student within 24 hours.

2)2) Give responses to questions Give responses to questions from the students within 72 hours.from the students within 72 hours.

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3)3) Monitor student activities Monitor student activities in the chat room in the chat room and the collaborative group.and the collaborative group.

4)4) Check and review the student homework Check and review the student homework or assignment within seven days or assignment within seven days after the date of receipt.after the date of receipt.

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5)5) Grade the examination and post the resultGrade the examination and post the resulton the web within seven days on the web within seven days after the date of examination.after the date of examination.

6)6) Submit weekly progress report Submit weekly progress report of teaching to the Program Director.of teaching to the Program Director.

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Thesis Advisor:Thesis Advisor:

• may be appointed and as required may be appointed and as required by the rules and regulationsby the rules and regulations

• may supervise not exceeding a number may supervise not exceeding a number of graduate students both at the Master’s of graduate students both at the Master’s and Doctoral degree levels.and Doctoral degree levels.


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77)) Internet Personnel: Internet Personnel: Full-time Internet personnel are needed Full-time Internet personnel are needed to perform the tasks of controlling to perform the tasks of controlling and overseeing the use and overseeing the use of Internet-based learning. of Internet-based learning. - Director:- Director: Should be appointed from those holding Should be appointed from those holding at least a Master’s degree in the field at least a Master’s degree in the field of information technology or educational of information technology or educational and communication technology and communication technology

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Internet Personnel Internet Personnel ((Cont.Cont.)) - Internet Experts: Should be appointed from those holding at least a Bachelor’s degree in informational technology or educational and communication technology. - Internet Specialists: Are Comprising Systems operators, System administrator, Webmaster, Web developer, Help desk assistants, Engineers, and Technicians.

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Internet Personnel Internet Personnel (Cont.)(Cont.) - Supporting Staff: Other positions maybe required to support the Internet services.

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7.2 Facilities and Network Policy7.2 Facilities and Network Policy

• Physical Facilities PolicyPhysical Facilities Policy

• Network Policy Network Policy

• Hardware Policy Hardware Policy

• Software Policy Software Policy

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Facilities and Network Policy (Cont.)Facilities and Network Policy (Cont.)

• Physical Facilities Policy:Physical Facilities Policy:

Required for the personnel Required for the personnel and the network operation center. and the network operation center. For example, For example, the College of Internet Distance Education the College of Internet Distance Education of Assumption University. of Assumption University.

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- Housed in Srisakdi Charmonman IT Center - Housed in Srisakdi Charmonman IT Center with 12 floors, 12,000 square meters, with 12 floors, 12,000 square meters, and worth about 15 US$ million. and worth about 15 US$ million. - All personnel of the College have - All personnel of the College have their office in the building. their office in the building. - The network operation center - The network operation center and the computer rooms are also in the and the computer rooms are also in the building. building.

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• Network Policy:Network Policy:NetworkNetwork Must be highly reliable. There Must be highly reliable. There must be at least two sets of servers to must be at least two sets of servers to back up each other. back up each other. In the case of the College In the case of the College of Internet Distance Education of Internet Distance Education of Assumption University, of Assumption University, four sets of servers were installed.four sets of servers were installed.

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- Two at Srisakdi Charmonman IT - Two at Srisakdi Charmonman IT Center in Bangna Campus. Center in Bangna Campus.- The other two at Huamark Campus - The other two at Huamark Campus or at the ISP. or at the ISP.

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• Hardware Policy: Hardware Policy: The quality of hardware for the servers The quality of hardware for the servers and the terminals should be very high. and the terminals should be very high. For example, For example, at Srisakdi Charmonman IT Center at Srisakdi Charmonman IT Center with over 1,000 computers, spare parts with over 1,000 computers, spare parts and technicians are available right and technicians are available right at the building 24 hours a day at the building 24 hours a day and seven days a week.and seven days a week.

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• Software Policy: Software Policy: - Learning Management System (LMS) - Learning Management System (LMS) - E-Learning Activities - E-Learning Activities

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Learning Management System (LMS)Learning Management System (LMS)

consist of at least 12 parts:consist of at least 12 parts:

(1) Homepage with navigation menu (1) Homepage with navigation menu (2) Learning centers (2) Learning centers (3) Self Access Learning Resource (3) Self Access Learning Resource (4) External resource centers (4) External resource centers (5) Laboratories (5) Laboratories

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Learning Management System (Cont.)Learning Management System (Cont.)

(6) AV Media Center(6) AV Media Center (7) Assessment Center (7) Assessment Center (8) Web board (8) Web board (9) Chat room (9) Chat room

(10) E-mail (10) E-mail (11) Frequently Asked Questions-FAQ (11) Frequently Asked Questions-FAQ (12) Personal Information/Profiles(12) Personal Information/Profiles


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E-Learning Activities: E-Learning Activities: (1) Orientation for each course. (1) Orientation for each course. (2) Studying from the IDE packages (2) Studying from the IDE packages or courseware. or courseware. (3) Studying supplementary packages in prints, (3) Studying supplementary packages in prints, AV media and external sources AV media and external sources via Internet links. via Internet links. (4) perform the assignment, (4) perform the assignment, activities and projects and submit them activities and projects and submit them via the Internet for tutor-marking. via the Internet for tutor-marking.

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E-Learning Activities E-Learning Activities (Cont.)(Cont.)(5) Sit in the examinations at the (5) Sit in the examinations at the designated examination centers. designated examination centers. (6) Get access to the knowledge bases(KB) (6) Get access to the knowledge bases(KB) or knowledge centers (KC), or knowledge centers (KC), students and instructors profile centers, students and instructors profile centers, and databases. and databases. (7) Seek advice or consultation via the (7) Seek advice or consultation via the Internet with classmates Internet with classmates and facilitating instructors. and facilitating instructors.


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• To ensure the minimum required participation To ensure the minimum required participation or attendanceor attendance

- The software must keep records of the log-in - The software must keep records of the log-in with date. with date.

- Time and time-intervals - Time and time-intervals for each student’s participation for each student’s participation during each learning sessions. during each learning sessions.


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• This information should have sufficient details This information should have sufficient details and made available to the facilitating instructor. and made available to the facilitating instructor.

• This will help determine the studentThis will help determine the student

- Learning progress. - Learning progress.

- Learning styles.- Learning styles.

- Commitment to his/her study. - Commitment to his/her study.


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7.3 Financial and Other Policies.7.3 Financial and Other Policies.

The financial policy is required for the The financial policy is required for the eLearning providers:eLearning providers:

• The amount of initial investment The amount of initial investment and how to raise it. and how to raise it.

• The annual budget and the desired period The annual budget and the desired period to breakeven point. to breakeven point.

• Profit margin should also be stated.Profit margin should also be stated.

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Financial and Other Policies Financial and Other Policies (Cont.)(Cont.)

In case of Assumption University. In case of Assumption University. It is a not-for-profit organization It is a not-for-profit organization but it has been profitable. but it has been profitable. However, all the profits have been utilized However, all the profits have been utilized in improvement of the University. in improvement of the University.

• The Master’s Degree Programs The Master’s Degree Programs seem to be the most profitable. seem to be the most profitable.

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Financial and Other Policies Financial and Other Policies (Cont.)(Cont.)

In case of Assumption University In case of Assumption University ((Cont.Cont.))

• The Bachelor’s Degree Programs The Bachelor’s Degree Programs seem to be less profitable seem to be less profitable than the Master’s Degree Programs. than the Master’s Degree Programs.

• The Doctoral Degree Programs The Doctoral Degree Programs may not be profitable but have to be offered may not be profitable but have to be offered to keep the university in high standing. to keep the university in high standing.

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Other Policies.Other Policies.

11)) Student Policy:Student Policy: All kinds of student supports All kinds of student supports should be provided. For example, should be provided. For example, a Call Center must be available for students a Call Center must be available for students to contact by telephone in case the students to contact by telephone in case the students have difficulty in using the Internet. have difficulty in using the Internet.

22)) Textbook and eBook Policy:Textbook and eBook Policy: In courses where the contents In courses where the contents do not change at all like Calculus, do not change at all like Calculus, a new courseware could be developed a new courseware could be developed and used for years without any modification.and used for years without any modification.

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Other Policies (Cont.)Other Policies (Cont.)

33) ) Program Length and Tuition Fees Policy:Program Length and Tuition Fees Policy:

• In the classroom-based program, In the classroom-based program, a Bachelor’s Degree program a Bachelor’s Degree program can usually be completed can usually be completed in not less than three years. in not less than three years.

• In the eLearning mode, In the eLearning mode, it can be completed in 18 months.it can be completed in 18 months.

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Program Length and Tuition Fees Policy (Cont.)Program Length and Tuition Fees Policy (Cont.)

• A Bachelor’s Degree A Bachelor’s Degree may require 120 semester credits.may require 120 semester credits.

- each credit 13 hours of lecture - each credit 13 hours of lecture

or 39 hours of work or 39 hours of work

• The total hours of work required The total hours of work required is 120 x 39 = 3,480. is 120 x 39 = 3,480.


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• If students do not work and is fully committed to If students do not work and is fully committed to studying, they can make 8 hours studying, they can make 8 hours per day available. per day available.

• They would need 3,480 / 8 = 435 days They would need 3,480 / 8 = 435 days

or 435 / 30 = 14.5 months.or 435 / 30 = 14.5 months.

• There maybe 12 terms or 4 quarters per year .There maybe 12 terms or 4 quarters per year .

• The student may choose The student may choose to complete the term in 4 months, 3 months, to complete the term in 4 months, 3 months, 2 months, or 1 month.2 months, or 1 month.


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• Assumption University the rate of tuition fees Assumption University the rate of tuition fees for eLearning mode is made a little less than for eLearning mode is made a little less than for the classroom mode. for the classroom mode.

• For a subject which does not change, For a subject which does not change, e.g. Calculus, and Statistics, e.g. Calculus, and Statistics, once the initial investment once the initial investment has reached the breakeven point, has reached the breakeven point, the rate of tuition fees can be made very low.the rate of tuition fees can be made very low.


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44) ) Evaluation Policy: Evaluation Policy:

• The evaluation of process: The evaluation of process: The pretest, activities, assignments The pretest, activities, assignments and practical work performed and practical work performed while taking the course. The assignments while taking the course. The assignments and practicum may be marked and practicum may be marked and the scores may be used as parts and the scores may be used as parts of the final evaluation.of the final evaluation.

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• The evaluation of product:The evaluation of product: This must comprise the final examinations This must comprise the final examinations and final projects. and final projects. The eLearning provider The eLearning provider must develop the guideline must develop the guideline or the operation plan for both the mid-term or the operation plan for both the mid-term and final examinations to be administered and final examinations to be administered in an examination center where the inspection in an examination center where the inspection of student identification is possible.of student identification is possible.

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55) ) Library Policy:Library Policy:

• The eLearning provider must have a present The eLearning provider must have a present and future development plan for libraries and future development plan for libraries for students, both conventional and e-libraries. for students, both conventional and e-libraries.

• Existing libraries may be utilized but they Existing libraries may be utilized but they should be converted to e-libraries. should be converted to e-libraries.

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Library Policy Library Policy (Cont.)(Cont.) • Each library must make available Each library must make available

at least five types of documentation at least five types of documentation and information: and information: (1) e-books/texts; (1) e-books/texts; (2) e-journals, (2) e-journals, (3) databases, (3) databases, (4) abstracts on-line, (4) abstracts on-line, (5) knowledge-base/databases.(5) knowledge-base/databases.

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8. Conclu8. Concludding Remarks.ing Remarks.

From Sloan Consortium Report in 2006,From Sloan Consortium Report in 2006, 96 96% of US large university % of US large university (over 15,000 students) offer eLearning. (over 15,000 students) offer eLearning. There is no field of study There is no field of study where eLearning is not used. where eLearning is not used.

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Concluding Remarks Concluding Remarks (Cont.)(Cont.)

More and more universities and collegesMore and more universities and colleges are offering eLearning degree programs. are offering eLearning degree programs. Hanoi Open University Hanoi Open University should join the bandwagon should join the bandwagon for the benefits of all concerned. for the benefits of all concerned.

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Thank you

Documents

ELearning: The Big Picture. Prof.Dr. Srisakdi Charmonman Chief Executive Officer College of Internet Distance Education Assumption University of Thailand