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E learning as an alternative method

An increasing number of educational institutions in the UAE offer or plan to start using web-based mode of course delivery. According to Haughey and Anderson (1998), all types of education are affected as technology is used to enhance and deliver courses online. There are several colleges and universities in the UAE that are considering incorporating online education to support the traditional face-to-face classes in addition to offering courses as distance learning.

This presentation outlines the purpose and benefits of online instruction while describing the target audience, required technology, resources, staffing, and necessary curriculum development and quality assurance program to support the delivery of education online.

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E learning as an alternative method

  1. 1. E-LEARNING AS AN ALTERNATIVE METHOD By Lisa MacLeod
  2. 2. CURRENT SITUATION An increasing number of educational institutions in the UAE offer or plan to start using web-based mode of course delivery. According to Haughey and Anderson (1998), all types of education are affected as technology is used to enhance and deliver courses online. There are several colleges and universities in the UAE that are considering incorporating online education to support the traditional face-to-face classes in addition to offering courses as distance learning. This presentation outlines the purpose and benefits of online instruction while describing the target audience, required technology, resources, staffing, and necessary curriculum development and quality assurance program to support the delivery of education online.
  3. 3. AGENDA  The purpose of E-learning  The benefits of online instruction  Resources  Staffing  Curriculum development  Quality assurance program
  4. 4. PURPOSE OF E-LEARNING Educators in the UAE are committed to the distribution of technical and professional programs that will allow the graduates to uphold the technical skills to operate in a progressive technical world. As a result, it is necessary to transform the learning experience from product to process based-learning. The vision is to have:  All students have either their own personal computer or laptop  All students and faculty have Internet access from the college and from home and the institution’s infrastructure supports the use of online instruction.  Lessons online that reinforce current Internet applications such as e-mail, bulletin boards, chat rooms and search engines as well as build in additional tools that develop additional skills.
  5. 5. THE BENEFITS OF ONLINE INSTRUCTION  Self-paced – learning materials presented in class can be presented in a variety of ways and can be reviewed by students outside of class  Learning – students spend less time listening and more time engaged in active learning (discussion, projects, etc.)  Access – students will have increased access to information (e.g. after regular school hours) and participate in co-ed working groups; they also have access to course materials should they miss a class  Repository of information – course materials are developed and stored for future course offerings as well as for access by new instructors
  6. 6. THE BENEFITS OF ONLINE INSTRUCTION  Accreditation – accrediting bodies are looking for innovation in programs; if used properly a web-based platform can offer innovative approaches to teaching and learning  Time management – offering some course components online can free up face-to-face allowing for more effective use of time  Documentation – instructors can track progress and document and review student work more effectively (Aoki & Pogroszewski, 1998)
  7. 7. RESOURCES Technologies such as:  Computers  Tablettes  Smart Phones  CDRoms  The Internet  Software packages  Software applications (Diaz, 1999)
  8. 8. STAFFING The number of staffing required will be based on the number required for the following two focus groups.  One focus group will be responsible for exploring the possible features to be utilized in supplemental activities. This group will also be responsible for providing workshops and training sessions to teachers while motivating them to learn new technical methods. (Donovan & Macklin, 1999)
  9. 9. STAFFING  The second focus group will be responsible for installing the web-based platform. Moreover, this group will determine the support groups necessary for running online courses and will report to those involved with the hardware, software and technical support. Support groups are vital to both teachers and students especially during the initial stages of implementation. (Aoki & Pogroszewski, 1998)
  10. 10. CURRICULUM DEVELOPMENT The role of all staff at this stage will be to encourage, train and foster this positive initiative for teachers who will become involved in designing and possibly supplementing their classes.
  11. 11. QUALITY ASSURANCE PROGRAM According to Lorenzetti (2004), there are three areas that need to be addressed when assuring the quality of online courses. 1. To distribute a student evaluation at the end of the course addressing the individual aspects of the course to identify if they have been addressed such as content, assessment, materials used throughout the course, expertise of the teacher, and appropriate use of technology. 2. To distribute a feedback form to the faculty member conducting the course to receive information about what went well with the course and areas that need to be improved. 3. To centralize quality assurance within the institution. Decisions that need to be made such as course outlines, assignments, etc. need to be made through a centralized management team that will be responsible for training faculty and maintaining consistency within the institution.
  12. 12. REFERENCES Aoki, K. & Pogroszewski, D. (1998). Virtual university reference model: A guide to delivery education and support services to the distance learner. Online Journal of Distance Learning Administration, 1(3), 29-32. Retrieved October 15, 2007, from EBSCOhost database. Diaz, D. (1999). CD/Web hybrids: Delivering multimedia to the online learner. Journal of Educational Multimedia and Hypermedia, 8(1), 89-98. Retrieved October 17, 2007, from EBSCOhost database. Donovan, M & Macklin, S. (1999). The catalyst project: Supporting faculty uses of the Web…with the Web. CAUSE/EFFECT Journal, 22(3), 41-62. Retrieved October 16, 2007, from EBSCOhost database. Haughey, M. & Anderson, T. (1998). Networked learning: The pedagogy of the Internet. Montreal, Quebec, Canada: Cheneliere, McGraw-Hill. Lorenzetti, J. P. (2004). Sophisticated, rigorous quality assurance program designed for your institution. Distance Education Report, 8(15), 1-2. Retrieved October 21, 2007, from EBSCOhost database.

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