This document discusses the past, present, and future of eLearning at the University of Mauritius (UoM). It provides a brief history of technology-enabled learning at UoM since 1993. It outlines various policies and instruments developed over time to support eLearning. It also describes the current state of blended and fully online programs offered at UoM. Looking ahead, the document discusses emerging trends in distributed learning and proposes strategic focus on distributed online learning through collaborative programs, faculty-driven online programs, and MOOCs. It outlines implications and provides an action plan to rethink the role of the Centre for Innovative and Lifelong Learning to support this vision over the next 5 years.

1. eLearning @ UoM
Past, Present, and the
Future
Prof Santally Mohammad Issack
Pro Vice-Chancellor (Academia)

2. Terminologies
Computer-based
learning
eLearning Online Learning
Technology-
enabled
(Digital) Learning
Distance
Education Online
Learning
Distance
eLearning
Blended Learning Hybrid Learning

3. Open Learning
The term “open learning” is used to describe learning situations where
barriers to access learning are removed and, in which learners have the
flexibility to choose from a variety of options in relation to the time, place,
instructional methods, modes of access, and other factors related to their
learning processes.

4. History of TEL @ UoM
1993
CDL (Centre for Distance
Learning)
1997
CITS (Centre for Information
Technology and Systems)
2000
VCILT (Virtual Centre for
Innovative Learning
Technologies)
2005
Setting up of the Lifelong
Learning Cluster (LLC)
First DEOL programme
(MSc CMCP)
2014
Merging of CPDL (ex CDL)
with the VCILT to form the
Centre for Innovative &
Lifelong Learning

5. TEL Policies
2001
Distance
Education &
Online Learning
Policy
(DEOL Policy
developed)
2003
Blended
Learning Policy
2009
eLearning Policy
2017
Technology-
enabled
Learning Policy
2020
Digital Learning
&
Transformation
Strategy
(Post-Covid)
2022
Review of 2017
TEL Policy

6. Supporting
Instruments
Teaching Standards Framework
Online Delivery of Lectures – Methods and
Procedures
Guidelines for Online Learning
Online Modes of Assessment to be adopted by
Faculties/Centres
UoM IT Policy
Alternative Modes of Assessment and Evaluation at
UoM

7. Programmes Mode of Delivery
BSc (Hons) Web and Multimedia
Development
Distance eLearning
BSc (Hons) Human Resource
Management
Distance Learning
BSc (Hons) Education Technologies
(Top Up)
Fully Online
MSc Education Technologies Fully Online
MBA Online Fully Online
MBA Innovation and Leadership
(in collaboration Ducere Global
Business School)
Fully Online
MA Educational Leadership in
collaboration with UniSey and COL
(OERs)
Fully Online
Postgraduate Certificate in Digital
Teaching and Learning
Online (New Programme) Accredited
by HEC
Postgraduate Diploma in Quality
Assurance in Higher Education (OERs
from COL)
Fully Online (on a credit accumulation
and transfer model)
Where are we
now?
Centre for Innovative
&
Lifelong Learning

8. Blended Programmes
at the UoM
25% -50% online
lectures and tutorials
January 2023
400+ Active Google
Classrooms
Moodle
Where are we
now?
Post-Covid 19

9. The Fear Factor: Distance Education
The separation of teacher and learner
in time and space
(Holmberg 1989)
Consequently, mediated
communication becomes the second
defining feature of distance education
(Rumble 1989)

10. Teacher-Student Relationship in (Distance) Education
Interaction
f
Mediation
f

11. Issues faced in Traditional Education System
• Absenteeism
• Lack of engagement in learning (passivity)
• Focus on knowledge acquisition (one-way lecture/ assignments /
written exams)
• Lack of student support (lecturer hours – administrative processes,
etc)
• Other priorities (personal and professional)

12. Issues faced in Distance Education System
• Absenteeism (Drop Outs)
• Lack of engagement in learning (passivity) (expected to do some activities
at lower cognitive levels)
• Focus on knowledge acquisition (one-way lecture/ assignments / written
exams) (read and assimilate)
• Lack of student support (lecturer hours – administrative processes, etc)
• Other priorities (often professional)

13. Issues faced in eLearning/Online Learning
• Absenteeism [Not accessing VLE ending in drop-outs]
• Lack of engagement in learning (passivity) [expected to do some activities at
lower cognitive levels]
• Focus on knowledge acquisition (one-way lecture/ assignments / written exams)
[read and assimilate]
• Lack of student support (lecturer hours – administrative processes – technical
support, etc)
• Lack of digital literacies
• Other priorities (often professional)

14. Physical Classroom
Face-2-Face – Real Time
Same time Same Place Different Time/Place
Asynchronous
The course manual
Virtual Classroom
Content
Real Time
Asynchrony
modality
Conventional Education
Conventional
Distance Education
E-Learning/Online
Education/Blended/
Hybrid
model
Conceptual Frameworks
Chalk & Board - Markers
Powerpoint & Projector
Interactive Whiteboards
Paper/VHS/Radio/TV
Telephones/Faxes
Digital Platforms & Social
Media
Multimedia/Videos
Internet Conferencing
VR/AR/AI/Simulations
Educational
technology
Tablets / Laptops

15. What is different?
Everything ...............
Yet fundamentally nothing has changed!
Authoring
Engagement
& Interaction

16. The Educational Transaction
(A networked social activity system)
Pedagogy
Technology Content
Mediation
Interaction

17. Distributed Education

18. UoM: Three Perspectives of Distributed
Education
ICTs in Teaching
Learning
Hybrid and
Blended Modes of
Learning
Distance
Online
Education

19. To improve student experiences and
learning outcomes by integrating ICTs in
the mainstream education system of the
University
To improve the resilience of the teaching
and learning system at the University
through digital technologies.
To consolidate the position of the
University of Mauritius as a dual-mode
institution
ICTs in Teaching
Learning
Hybrid and Blended
Modes of Learning
Distance
Online
Education

20. Emerging
trends in
Distributed
Learning

21. Strategic
Focus:
Distributed
Online
Learning
Collaborative Programmes targeting International Students
with Trusted Content Providers like DUCERE & ISDC
• Executive MBA
• Undergraduate Course in Data Science and Analytics
Faculty-driven fully online programmes
• Each faculty to mount and run at least one undergraduate
and one postgrad programme fully online
MOOCs based micro-learning
• Work with partners like Coursera to design micro-
credential-based e-learning courses, using a credit-
accumulation and transfer system leading to certificates,
diploma, and degrees including post-graduate
qualifications.

23. Implications for distributed learning
• Student evaluation and assessment model in the era of generative AI
• Selection of the appropriate business model for revenue generation
• Dedicated entity for the development, administration and coordination
of the distributed online learning initiative of the University
• Flexible pathways to address digital divide and bandwidth limitations

24. Implications for distributed learning
• Improve on-campus bandwidth connectivity
• Cloud-based professional hosting services for e-Learning
platform and services
• Improve the e-library access (there are currently some
limitations)
• Integrated systems, single sign-on services, and student
payment portals for student information systems and e-
learning platforms.

25. Virtual
Learning
International
Faculty
Centre for Innovative
& Lifelong Learning
(CILL)
Collaborative Agreements
Distributed
Learning Model

26. Rethinking the role of CILL

27. Rethinking the role of CILL
Centre for Innovations in Teaching and Learning
• Research into Education Technologies and Innovative Pedagogies
• Capacity-building in teaching and learning
 Training for academics
 Doctoral students
• Serves as a living lab for innovative educational practices
A consortium model for fully online programmes to promote Lifelong Learning
• Project Administration and Coordination
• Learning Design
• Curriculum development in collaboration with faculties / UoM Trust
• E-Learning platform administration
• Student Support and Experience
• Quality Assurance, Monitoring and Evaluation

28. Incentives to staff
• Work out a remunerative model for the use and reuse of
recorded virtual lectures, and published student guides (with
ISBN)
• Account quite significantly for staff contributions in the
promotion system
• Teaching accounts over and above normal teaching loads

29. Business Model
• Learner – Tutor interaction of 10 hours for per 6 LCCS credits for
courses with self-instructional materials (can be undergrad FTE and
postgrad)
• Propose fully funded scholarships (fee waivers) for best students
(local and international) to promote the initiative
• For instructor-led virtual learning courses, focus on fee-paying
programmes at postgrad level or target international students
• Flexibility on entry requirements (e.g. threshold marks)

30. Action 1: Faculty-driven online programmes
Tasks Timeframe No of programmes
• Faculty identifies programmes to be
offered fully online (July 2023)
• Approval by TRC/Senate of list of
programmes to be offered fully
online/Accreditation by HEC (Dec 2023)
• Work out programme delivery plan with
the support of CILL (Dec 2023)
• Advertisement & offer of programmes
(Feb 2024)
 AY 2024/25
 AY 2025/26
 AY 2026/27
 2
 4
 6

31. Action 2: Collaborative online programmes
Tasks Timeframe No of programmes
• DUCERE
• ISDC
 AY 2024/25
 AY 2025/26
 AY 2026/27
 2
 3
 4

32. Action 3: MOOC-based online programmes
Tasks Timeframe No of programmes
• Establish a collaboration with
Coursera
• Constitute a UoM
Management Committee to
identify programmes and
pathways for Coursera
microcredits and
qualifications
• Develop and approve
programme pathways/HEC
accreditation
• Offer programmes
 AY 2025/26
 AY 2026/27
 AY 2027/28
 1
 2
 4

33. Action 3: MOOC-based online programmes
Tasks Timeframe No of programmes
• Establish a collaboration with
Coursera
• Constitute a UoM
Management Committee to
identify programmes and
pathways for Coursera
microcredits and
qualifications
• Develop and approve
programme pathways/HEC
accreditation
• Offer programmes
 AY 2025/26
 AY 2026/27
 AY 2027/28
 1
 2
 4

34. The rough part of the ride is over…
Covid-19
Today
OUM

35. Thank you