Implementation Challenges And Strategies Of An Organization Deploying A Synchronous Online Learning Environment Joselito C. Olpoc

On-Line Learning  It's a process of education in which the medium of computer technology enables learning to occur when the learner(s) and instructor(s) are separated by time and place  “Online instruction implies a connection to a computer system at a venue distinct from a [student’s] PC; the venue can be across the world or across campus.” [Regalbuto 1999]  An “online learning environment” includes the hardware, software, and pedagogy needed to conduct learning on the Internet.

E-Learning  "Electronic learning denotes learning environments consisting of hardware, software and personnel; a multi-faceted learning programme that utilizes distance learning, interactive cable TV, and the Internet to connect learning environments to homes, places of work, and the community at large"  The E-Learning Working Group of The National Information Technology Council of Malaysia.The E-Learning Working Group

E-Learning  Business Perspective u Aim is to improve the efficiency of delivery, administering, and supporting learning.  Academic Perspective u The aim is learning effectiveness, in other words, pedagogy

Types of On-Line Learning  Asynchronous u In Online Leaning, an event in which people are not logged on at the same time (e.g. blackboard.com)  Synchronous u In Online Learning, an event in which all of the participants are online at the same time and communicating with one another (e.g. HPVC). (Carliner, 1999)

Literature Review  Pedagogy u Is distance learning as effective as traditional classroom learning u Russel, Syracuse : No Significant Difference u Phipps & Merisotis : What’s the Difference  Agreement : Technology is secondary to pedagogical factors. [Ehrmann, Owston, Phipps & Merisotis]

Literature Review  National Education Association u 24 benchmarks for success in Internet Based Distance Education Benchmarks

Literature Review  Infrastructure Needs u Hartley : Need for a technical assessment u Bernholdt & Fox [Syracuse Univ.] : Network Issues  Consistent quality of service (with guaranteed connection)  Guaranteed bandwidth in the order of 100 Kbps  A latency period or delay of no more than 0.5 seconds  No jitter

Literature Review  Organizational Impact u Dazinger proposed five productivity measures: staff reduction, cost reduction, increased work volume, new information generated, and increased effectiveness in serving the public u Univ. of Illinois :  Pedagogy : teachers  Teaching Innovation : scholarly activity  Profit : Online Instruction cost > Traditional classroom  Success : Rigorous study

Transformational Elements TRANSFORMATION Process TechnologyPeople

What the Project is...  Using the HPVC, an IT school wanted to implement synchronous on-line learning to 7,000 students in three of its campuses in the first trimester of SY within a time frame of 3 months.

Risks  Acceptance of the technology by the faculty, administration and students  Quality of instruction  Upgrade of technology  Maintenance and Support  Price increases for HPVC

Critical Success Factors  Quality, preparation and delivery, effectiveness of the teachers  Students readiness and maturity to this strategy  Availability of invited professors with HPVC skills (2 nd trimester)  Resistance of parents of the students  Communication lines (adequacy, speed)

Strategies  Build core set of champions among the faculty  Faculty uses standardized content, plus content creation must be centralized.  Strengthen the infrastructure needed to implement the technology on a wide scale.  To create a committee to oversee the whole e-learning pedagogy in terms of content creation, teaching strategies, etc

Element #1 : Processes  The pedagogy of teaching  Classroom Management  The management of content design, creation and deployment  The management of the security of the e-learning environment  The management of system failures

Faculty  Concerns u “Delivering the class and delivering it correctly” u Instructors become conscious about how to use the technology u What is the student doing at the other end

Faculty Training  Phase 1 : Consultant physically with the faculty  Phase 2 : Consultant was behind a blackboard  Phase 3 : Consultant physically in the school premises but in another room  Phase 4 : Consultant delivering the lecture from another location

Differences between on-line learning and traditional classroom learning  Communication protocols must be explicit in OLL u Can’t rely on visual cues to “monitor class” u Can’t see the students nodding their heads - “Yes.” “No.” “Confused look?” “Asleep?”  Instructors need to make transition from: u visual cues of students to the students’ actions using the icons, audio, and text cues u relying on visual cues to proactively use HPVC tools to monitor students

Key Instructor Responsibilities  Be prepared u Delivery Preparation (Content Readiness) u Technical Preparation (Classroom Readiness)  Creating and maintaining an open and safe learning environment  Ensuring Learner’s Learn

Element #2 : Technology  Labs and Machines u Before : Any available machine u After : Dedicated Lab for the E-Learning classes.  Internet connection u Before : Diff. bandwidths from each campus to the ISP provider u After : 256 KB from campuses to ISP E1 line from the ISP to the Internet

Infrastructure  Audio connection u Before : None, diff. phone providers u After : 3 way conference call using Karaoke System connected to a teleconferencing phone

Element #3: People

Student base  Pragmatic Approach : Gradual manner u First trimester : Introduction to the use of the HPVC u Issues :  Maturity of the students  Scheduling

Student Access  Students use the HPVC in the classrooms not anywhere because... u The telephone, PC and Internet penetration rates are low u There is the need to learn the proper behaviour u There is a need to centralize technical support

Thank you Any questions? (632)