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E-LEARNING IN HIGHER EDUCATION
ANALYZING TWO CRITICAL FACTORS:
ORGANIZATIONAL STRATEGY AND
TEACHERS' PROFESSIONAL
DEVELOPM...
Profs. Neuza Pedro & João Filipe Matos
E-learning Lab of University of Lisbon
Team:
Architecture
FineArts
Dental Medicine
Human Kinetics
Medicine
Law
Pharmacy
Psychology
Sciences
Veterinary
Medicine Educati...
WITH SO MANY FACULTIES,
STUDENTS AND PROFESSORS A
COMMON VISION OF THE
CONCEPT OF E-LEARNING
WAS REQUIRED
(A lot of miscon...
#00 E-LEARNING:
THE (ULISBON) CONCEPT
conceptual continuum from Distance
Education to multiple methods of F2F
learning approaches were technological
tools and o...
F2F Distance
Asynchronous
Synchronous
e-Learning
F2F
IT for conventional teaching
Asynchronous
ICT for Active Learning
Synchronous
Distance
e-Learning
FOR PROMOTING
E-LEARNING IN HIGHER
EDUCATION INSTITUTIONS
2 CRITICAL FACTOR MUST
BE ADDRESSED !
(HEI which are not Open Un...
#01 CRITICAL FACTOR:
ORGANIZATIONAL
STRATEGY
Aim:
to identify and characterize the organizational
critical success factors (CSFs) for the
Implementation of E-learning ...
1st Phase: qualitative approach
A systematic literature review of 46 e-learning models = 11 selected
Eg. UNIQUe, eMM, ACOD...
National study: Portugal
Table 1.Number of participants by institutional profile and type of institution.
n
Institutional
...
(Pedro & Monteiro, 2017)
TOP 1O
CRITICAL FACTORS
Definition of a clear institutional strategy for e-learning1st
2
3
4
5
7
8
9
10
The guarantee of adequate IT infrastructur...
Institutional
strategy for
e-learning:
what does it
mean ?
a) ensure the existence of an appropriate
institutional plan for e-learning and
that its implementation is properly led;
b...
#01 CRITICAL FACTOR:
ORGANIZATIONAL STRATEGY
Why is it so
difficult?
National study: Portugal
Less than 30% of the
institutional managers of e-
learning has any kind of
training in this field...
A possible answer:
The problem might be that many of the decision makers
of our Higher Education Institutions do not have
...
#02 CRITICAL FACTOR:
TEACHERS’
PROFESSIONAL
DEVELOPMENT
Staff development is a critical and imperative issue, but this aspect seems to
be seen as an institutional responsibility ...
Most Professors,
Researchers,
Teaching
Assistants don’t
have any training
in 2 out of the 3
core domains of
Teaching
Knowl...
Technical- Pedagogical Training
1
2
1
4
2
9
20
0 5 10 15 20 25
E-TUTORIA E MODERAÇÃO ONLINE
COLIBRI
RECURSOS EDUCATIVOS DI...
Technical- Pedagogical Training
E-learning Lab Ulisbon frequently develops Staff
Development training (hands-on workshops)...
Ex. Create a
Course on
Moodle
The basic
functionalities of
Moodle activities
and resources are
explored
but organized
know...
Teasers
Eg. Story,
controversial
questions
Objectives
• …
• …
• …
Examples
Prerequisites
Contend aligned
with objectives
•...
#02 CRITICAL FACTOR:
TEACHERS’
PROFESSIONAL
DEVELOPMENT Is training really
relevant?
Analysis of the
impact of
Workshop
attendance on
the quality of
professors’ LMS
courses
(intensity of use)
(Cabral, Gonçal...
Analysis of the
impact of
Workshop
attendance on
the quality of
professors’ LMS
courses
(intensity of use)
(Cabral, Gonçal...
Conclusions
● Professors and researchers tend to attend only
1 workshop
● Professors who haven’t attended any
workshop hav...
#02 CRITICAL FACTOR:
TEACHERS’
PROFESSIONAL
DEVELOPMENT Why is it so
difficult?
Limited amount of time available for teaching related activities
Lack of benefits from personal investment in professional...
Managing R&D projects
1st
2
3
4
5
7
8
9
10
Publishing
Supervision (PhD, Masters, Undergraduates)
Teaching ????
Service and...
Research vs Teaching
Considering this list of priorities,
how can a professor find the
motivation to invest their time in
...
In summary:
Staff development initiatives are required but its quality
(pedagogical and technical) its more important that...
Many thanks!
nspedro@campus.ul.pt
/neuza-pedro-56062912
/profile/neuza_pedro
/npedro
lisboa.academia.edu/neuzapedro
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E learning in higher education analyzing critical factors

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Keynote presentation at European Conference on E-learning #ecel17

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E learning in higher education analyzing critical factors

  1. 1. E-LEARNING IN HIGHER EDUCATION ANALYZING TWO CRITICAL FACTORS: ORGANIZATIONAL STRATEGY AND TEACHERS' PROFESSIONAL DEVELOPMENT Neuza Pedro, IEULisbon
  2. 2. Profs. Neuza Pedro & João Filipe Matos E-learning Lab of University of Lisbon Team:
  3. 3. Architecture FineArts Dental Medicine Human Kinetics Medicine Law Pharmacy Psychology Sciences Veterinary Medicine Education Education Geography and Spatial Planning Social and Political Sciences Social Sciences Economics & Management IST Humanities Agriculture 6 000 Academic Staff50 000 Students
  4. 4. WITH SO MANY FACULTIES, STUDENTS AND PROFESSORS A COMMON VISION OF THE CONCEPT OF E-LEARNING WAS REQUIRED (A lot of misconceptions about e-learning can always be found!)
  5. 5. #00 E-LEARNING: THE (ULISBON) CONCEPT
  6. 6. conceptual continuum from Distance Education to multiple methods of F2F learning approaches were technological tools and online environments are used as mediators E-LEARNING
  7. 7. F2F Distance Asynchronous Synchronous e-Learning
  8. 8. F2F IT for conventional teaching Asynchronous ICT for Active Learning Synchronous Distance e-Learning
  9. 9. FOR PROMOTING E-LEARNING IN HIGHER EDUCATION INSTITUTIONS 2 CRITICAL FACTOR MUST BE ADDRESSED ! (HEI which are not Open Universities!)
  10. 10. #01 CRITICAL FACTOR: ORGANIZATIONAL STRATEGY
  11. 11. Aim: to identify and characterize the organizational critical success factors (CSFs) for the Implementation of E-learning in Higher Education institutions. National study: Portugal (Monteiro, 2016)
  12. 12. 1st Phase: qualitative approach A systematic literature review of 46 e-learning models = 11 selected Eg. UNIQUe, eMM, ACODE e-Benchmarks, eQuality Learning Standards, … Outcome: a list of 32 items/factors of the organizational dimension of e-learning. 2nd Phase: quantitative approach Delphi panel formed by representatives of the Portuguese Public HEIs 2 groups: Institutional Managers e.g. Members of the Dean Executive Board; Heads of University e-Learning program Operational Managers e.g. e-Learning Office Coord.; Digital Learning or IT Support Services Managers National study: Portugal (Monteiro, 2016)
  13. 13. National study: Portugal Table 1.Number of participants by institutional profile and type of institution. n Institutional managers (IM) Operational officers (OM) Polytechnic subsystem University subsystem Group of participants Round 1 45 29 16 26 19 Group of participants Round 2 34 25 9 21 13 Group of participants Round 3 24 20 4 16 8 (Monteiro, 2016)
  14. 14. (Pedro & Monteiro, 2017)
  15. 15. TOP 1O CRITICAL FACTORS
  16. 16. Definition of a clear institutional strategy for e-learning1st 2 3 4 5 7 8 9 10 The guarantee of adequate IT infrastructures and e-Learning systems Support for the development of e-learning initiatives Allocation of resources for e-learning activities E-Learning support Staff Faculty's professional development and training initiatives Leadership and institutional responsibility Accreditation of e-courses and online learning programs 6 A clear governance policy for e-learning Research and Innovation projects related to e-learning
  17. 17. Institutional strategy for e-learning: what does it mean ?
  18. 18. a) ensure the existence of an appropriate institutional plan for e-learning and that its implementation is properly led; b) make certain that resource implications of e-Learning are properly understood; c) recognize that organizational culture issues must be carefully considered; d) take into consideration the issues related to professors’ professional development and other staff involved in e-learning initiatives. (McPherson, 2012) Institutional strategy for e-learning: what does it mean ?
  19. 19. #01 CRITICAL FACTOR: ORGANIZATIONAL STRATEGY Why is it so difficult?
  20. 20. National study: Portugal Less than 30% of the institutional managers of e- learning has any kind of training in this field 58%
  21. 21. A possible answer: The problem might be that many of the decision makers of our Higher Education Institutions do not have the knowledge and the experience that could make them able to create an organizational strategic plan for E-learning
  22. 22. #02 CRITICAL FACTOR: TEACHERS’ PROFESSIONAL DEVELOPMENT
  23. 23. Staff development is a critical and imperative issue, but this aspect seems to be seen as an institutional responsibility more than an individual responsibility. In an online survey answers by North-American Professors, near 70% agreed that technology training was universities responsibility. This (may) comes from the fact that most Universities set up new technological infrastructure and E-learning projects without any (or very little) input collected from faculties (Georgina, & Olson, 2010).
  24. 24. Most Professors, Researchers, Teaching Assistants don’t have any training in 2 out of the 3 core domains of Teaching Knowledge
  25. 25. Technical- Pedagogical Training 1 2 1 4 2 9 20 0 5 10 15 20 25 E-TUTORIA E MODERAÇÃO ONLINE COLIBRI RECURSOS EDUCATIVOS DIGITAIS CONCEPÇÃO DE ESPAÇOS ONLINE OUTROS MOODLE MOODLE AVANÇADO MOODLE INICIAL 39 Workshops
  26. 26. Technical- Pedagogical Training E-learning Lab Ulisbon frequently develops Staff Development training (hands-on workshops) that aims to promote technical and pedagogical skills.
  27. 27. Ex. Create a Course on Moodle The basic functionalities of Moodle activities and resources are explored but organized knowledge about Online Learning is presented. For example…
  28. 28. Teasers Eg. Story, controversial questions Objectives • … • … • … Examples Prerequisites Contend aligned with objectives • … • … • … Exercises Quizzes Reflection and application to Real World Scenarios
  29. 29. #02 CRITICAL FACTOR: TEACHERS’ PROFESSIONAL DEVELOPMENT Is training really relevant?
  30. 30. Analysis of the impact of Workshop attendance on the quality of professors’ LMS courses (intensity of use) (Cabral, Gonçalves & Pedro, 2012) Moodle courses classification . No activity . Low intensity . High intensity Professors’ attendance to workshops . None . 1 . 2 . 3 or more
  31. 31. Analysis of the impact of Workshop attendance on the quality of professors’ LMS courses (intensity of use) (Cabral, Gonçalves & Pedro, 2012)
  32. 32. Conclusions ● Professors and researchers tend to attend only 1 workshop ● Professors who haven’t attended any workshop have a high proportion of courses with ‘No activity’ ● Faculties who participated in 3 or more workshops do present significant differences in the quality of use of the LMS in their online courses. (Cabral, Gonçalves & Pedro, 2012)
  33. 33. #02 CRITICAL FACTOR: TEACHERS’ PROFESSIONAL DEVELOPMENT Why is it so difficult?
  34. 34. Limited amount of time available for teaching related activities Lack of benefits from personal investment in professional training activities Research vs Teaching Reputation: ++ Funding: ++ Reputation: -- Funding: 0
  35. 35. Managing R&D projects 1st 2 3 4 5 7 8 9 10 Publishing Supervision (PhD, Masters, Undergraduates) Teaching ???? Service and Administrative duties Apply to R&D project calls, grants, etc. … 6 Organize/Attend Scientific events Managing R&D Lab and Teams At ULisbon an article in published every 2 hours
  36. 36. Research vs Teaching Considering this list of priorities, how can a professor find the motivation to invest their time in attending workshops for improving their Digital skills and Pedagogical competences ?
  37. 37. In summary: Staff development initiatives are required but its quality (pedagogical and technical) its more important that its quantity and benefits should be provided to professors who attend it The definition of an (clear and shared) organizational strategy for e-learning has proven to be a decisive success factor for the implementation and development of e-learning projects in HE 1. 2.
  38. 38. Many thanks! nspedro@campus.ul.pt /neuza-pedro-56062912 /profile/neuza_pedro /npedro lisboa.academia.edu/neuzapedro

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