Abstract
This chapter examines the nature of emergent trends in methods being used to develop and deliver e-learning programmes by higher educational institutions for a global market. As a starting point global e-learning programmes that have been involved in large-scale failure for economic reasons are analysed and the reasons behind their lack of success discussed. An account of the design approaches that are currently helping produce more flexible online courses and ways in which these can be shared among practitioners is provided in order to throw light on the advantages and disadvantages of these approaches. The model used by the Open University in the UK for distance education in the global arena is also considered in some detail particularly in relation to the insights it offers about dealing with cultural bias in global e-learning programmes. Comparison of approaches to providing online courses that draw on learning objects, learning design and learning patterns is made and the chapter concludes with reflections on lessons learned and advice that could be offered to those considering the provision of online courses for a global audience.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Alexander, C. (1979). The Timeless Way of Building. New York: Oxford University Press.
Alexander, C., Ishikawa, S., Silverstein, M., Jacobson, M., Fiksdahl-King, I., & Angel, S. (1977). A Pattern Language: Towns, Buildings, Construction. New York: Oxford University Press.
Conole, G., Carusi, A., & De Laat, M. (2005). Learning from the UKeU experience. ICE Conference Higham Hall. Reprinted as an E-Learning Research Centre Publication, University of Southampton. Retrieved July 30, 2006 from: http://www.elrc.ac.uk/download/publications/ICEpaper.pdf.
DfES (2005). Harnessing Technology: Transforming Learning and Children’s Services. Retrieved July 30, 2006 from: http://www.dfes.gov.uk/publications/e-strategy/docs/e-strategy.pdf.
Goodyear, P., Avgeriou, P., Baggetun, R., Bartoluzzi, S., Retalis, S., Ronteltap, F., &Rusman E. (2004). Towards a Pattern Language for Networked Learning. Proceedings of Networked Learning 2004, Lancaster University, England, pp. 449–455.
House of Commons, UK e-University Report. (2005).Third Report of Session 2004–05. Report Together with Formal Minutes, Oral and Written Evidence. Retrieved July 30, 2006 from: http://www.publications.parliament.uk/pa/cm200405/cmselect/cmeduski/205/205.pdf.
Howcroft, D. (2001). After the Goldrush: Deconstructing the Myths of the Dot.com Market. Journal of Information Technology, 16, 195–204.
Hummel, H. G. K., Manderveld, J. M., Tattersall, C., & Koper, E. J. R. (2004). Educational Modelling Language and Learning Design: New Opportunities for Instructional Reusability and Personalised Learning. Journal of Learning Technology, 1 (1), 111–126.
Kirkwood, A. (2003). Understanding Independent Learners’ Use of Media Technologies. Open Learning, 18 (2), 155–175.
Koper, R. & Tattersall, C. (Eds.) (2005). Learning Design: A Handbook on Modelling and Delivering Networked Education and Training. Berlin/Heidelberg: Springer.
Littlejohn, A. (Ed.) (2003). Reusing Online Resources: A Sustainable Approach to E-learning. London: Kogan Page.
Livingstone, D. W. (1999). Exploring the Icebergs of Adult Learning: Findings of the First Canadian Survey of Informal Learning Practices. Canadian Journal for the Study of Adult Education, 13 (2), 49–72.
Parr, J. (2004). A Review of the Literature on Computer-Assisted Learning, Particularly Integrated Learning Systems, and Outcomes with Respect to Literacy and Numeracy. Ministry of Education, Wellington, New Zealand. Retrieved July 30, 2006 from: http://www.minedu.govt.nz/print_doc.cfm?documentid = 5499
Pegler, C. (2005). Objects and Issues – A Sunday Supplement View of Continuing Professional Development in Higher Education. Open Learning, 20 (1), 51–64.
Polsani, P. R. (2003). Use and Abuse of Reusable Learning Objects. Journal of Digital information 3 (4). Retrieved July 30, 2006 from: http://jodi.tamu.edu/Articles/v03/i04/Polsani/
Rehak, D. R. & Mason R. (2003). Keeping the Learning in Learning Objects. In A. Littlejohn (Ed.) Reusing Online Resources: A Sustainable Approach to E-learning (pp. 20–35). London: Kogan, pp. 114–115.
Ross, S., Kukulska-Hulme, A., Chappel, H., & Joyce, B. (2004).Taking E-moderating Skills to the Next Level: Reflecting on the Design of Conferencing Environments. Journal of Asynchronous Learning Networks, 8 (2).
Times Online. (2004). The Sunday Times University Guide Table: Best Marks for Teaching. From: http://www.timesonline.co.uk/article/0,,8405-1246628,00.html
Weller M. J., Pegler C. A., & Mason R. D. (2003). Putting the Pieces Together: What Working with Learning Objects Means for the Educator. Paper Presented at the E-LearnInternational, February 2003, Conference, Edinburgh. From: http://iet.open.ac.uk/pp/c.a.pegler/ukeu/edinburgh.doc
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2009 Springer Science + Business Media B.V.
About this chapter
Cite this chapter
McAndrew, P. (2009). What is Needed For Global E-Learning in Higher Education . In: Gibbs, D., Zajda, J. (eds) Comparative Information Technology. Globalisation, Comparative Education and Policy Research, vol 4. Springer, Dordrecht. https://doi.org/10.1007/978-1-4020-9426-2_4
Download citation
DOI: https://doi.org/10.1007/978-1-4020-9426-2_4
Published:
Publisher Name: Springer, Dordrecht
Print ISBN: 978-1-4020-9425-5
Online ISBN: 978-1-4020-9426-2
eBook Packages: Humanities, Social Sciences and LawEducation (R0)