The presentation reports the findings of the application of the EMM to assess the capability of the University of Mauritius with respect to the development and management of eLearning. The project was funded by the Mauritius Research Council.

1. Assoc Prof (Dr) M I SANTALLY
Pro Vice-Chancellor
University of Mauritius
AN EVALUATION OF THE E-LEARNING CAPABILITY
OF THE UNIVERSITY OF MAURITIUS
An Institutional Evaluation

2. Aim of the Study
To conduct a Capability Assessment of the e-Learning Initiative of the
University of Mauritius by using the e-Learning Maturity Model (eMM) as a
Benchmark.

3. Objectives of the Study
• Benchmark the University of Mauritius e-Learning Model with the
eMM.
• Identify gaps in the e-Learning Model of the University of Mauritius.
• Propose recommendations to address the identified gaps.
• Develop a Plan of Action over time to improve the Maturity level of the
eLearning initiative of UoM.

4. Research Questions
What is the eLearning capability of the University of Mauritius using the EMM
v2.3 as benchmark?
What are the identified strengths and gaps in the current eLearning model of
the University?
How does the University of Mauritius fare with respect to other tertiary
educational institutions that were benchmarked under EMM v2.3?
What are the actions to be taken and strategies to be put in place to improve
the e-Learning capability of the institution?

5. ‘Distance’ Education at the University
“University of Mauritius has the opportunity to expand its
curriculum rapidly by the use of Distance Education Courses”
Report from Lord Young and Sir John Daniel 1988/1989
Outcome
The Centre for Distance Learning was established in 1993 at
the University of Mauritius
Recommendation

6. ‘Distance’ Education at the University
Initial Strategy (1993-2003)
Take on-campus courses with large cohorts and convert
them into self-learning mode
• Enrolment on traditional university course is necessary
• Instead of 45-hr lecture, 15 hours of face-to-face contact focusing on
tutorials supported by print course manuals

7. Virtual Centre for Innovative Learning Technologies (VCILT)
2001
Promote innovative teaching and learning practices through the use of
technologies
Experiment with new educational delivery systems
Establish a partnership with the academic staff to help them meet
teaching and learning requirements which attains user satisfaction
Increase access to university education through innovative modes of
delivery

8. First Projects

9. Demarcates from the fully online course concept
Blended Learning Concept
Mixed mode and web-enhanced teaching (2002-2003)
Academics are given online space to share course materials with
students and to engage in online discussions
Financial Incentives proposed

10. Lifelong Learning Cluster (2004)
Aim synergy will entail that could eventually sustain the University
in its development path
LLC
VCILT CPDL CITS
Curriculum Development Research Consultancy
A shift in focus (from a policy perspective) from DE to innovative and
alternative modes of delivery to promote lifelong learning & Professional
Development

11. Centre for Innovative and Lifelong Learning
Ensures wider access to higher education opportunities through
lifelong learning by utilising ICT-based innovative pedagogies
Brings grass-roots level innovation in educational practices to align with
21st century education models to address KS needs

12. Centre for Innovative and Lifelong Learning (2014)
To consolidate the University of Mauritius as a Dual-Mode Institution
To contribute to the Internationalization of the University
To promote an innovative culture of teaching and learning at the University
of Mauritius
To contribute to the University’s goal of the knowledge Society Development
To be a high quality provider of online education

13. Quality Assurance in eLearning Provisions
“……while the definition of quality assurance may differ, all
quality assurance terminology shares a common purpose in
ensuring that students receive a high quality and relevant
education and awarded credentials that are widely
recognized by governments and employers”.
-Belawati and Zuhairi (2007)

14. Quality Assurance in eLearning Provisions
“…quality assurance policies need to formulate questions on how far
e-learning methods are included in all study programmes, and on the
adequacy between new technologies and the emerging new
educational approaches, taking into consideration concepts such as
efficiency in teaching, effectiveness in learning or equity in
education….”
Grifoll et al (2010)

15. AQU Catalunya Model
 Institutional Quality
This involves enhancing the quality of university institutions and programmes in
Catalonia and what it represents at international level.
 Quality of Teaching Staff and Teaching
These is to ensure and enhance the quality of teaching staff and teaching in the
university system in Catalonia and provide support for the improvement of policies
for teaching staff.
 Knowledge Generation and Transfer
This involves leading and encouraging knowledge generation and transfer in
collaboration with the stakeholders within the context of the international
perspective, and use of this is shared for decision-making.

16. AQU Catalunya Model
 Internationalization
This involves playing a leading role in international developments concerning the
quality assurance of higher education institutions, and pursuing a policy of
cooperation and alliances that enhances the international profile of the university
system in Catalonia
 Strategic management
This involves engendering trust in the universities, government authorities and
other stakeholders through the joint development of activities carried
transparently.
 Internal Organisation
This vision seeks to be an efficient, flexible and open organization that is outcome-
oriented, with a team of staff that is competent, creative and satisfied

17. PDPP Model

18. The X-cellence Framework
1. Strategic Management A high level view of how the institution plans its e-learning
2. Curriculum Design How e-learning is used across a whole programme of study
3. Course Design How e-learning is used in the design of of individual courses
4. Course Delivery The technical and practical aspects of e-learning delivery
5. Staff Support The support and training provided to staff
6. Student Support The support, information and guidance provided to students

19. e-Learning Maturity Model (eMM)
eMM: “A quality improvement framework designed to support educational institutions
interested in improving their organizational capability to use technology in learning and
teaching in a complex and changing environment.” (Marshall 2013)
eMM: Conceived by Stephen Marshall in 2003. Has undergone a number of
improvements since then. Current version in use isV2.3.
eMM: Widely regarded as a benchmarking tool for higher educational institutions
(HEIs). eMM is NOT a ranking tool.
eMM: Is based on the concepts of CMM and SPICE.

20. EMM/ Process Areas /Process Dimensions
EMM determines the abilities of an institution in five main process areas
namely
• Learning
• Development
• Support
• Evaluation
• Organisation.
For each of the five processes, there exists five process dimensions for which
specific process statements (within the process areas) are normally assessed.

21. eMM Process Areas

22. eMM Process Dimensions

23. eMM Capability Assessments

24. Delivery
Delivery is concerned with the creation and delivery of process outcomes.
Assessments of this dimension are aimed at determining the extent to which
the process is seen to operate within the institution.
Institutions can have extremely effective processes operating within this
dimension, but in the absence of capability in other dimensions there is risk
of failure or unsustainable delivery and wasting resources through needless
duplication.

25. Planning
Planning assesses the use of predefined objectives and plans in
conducting the work of the process.
The use of predefined plans potentially makes process outcomes
more able to be managed effectively and reproduced if
successful.

26. Definition
Definition covers the use of institutionally defined and documented
standards, guidelines, templates and policies during the process
implementation.
An institution operating effectively within this dimension has clearly defined
how a given process should be performed. This does not mean that the staff
of the institution follows this guidance.

27. Management
Management is concerned with how the institution manages the process
implementation and ensures the quality of the outcomes.
Capability within this dimension reflects the extent of measurement and
control of the outcomes and the way in which the practices of the process are
performed by the staff of the institution.

28. Optimisation
Optimisation captures the extent an institution is using formal approaches
to improve capability measured within the other dimensions of this process.
Capability of this dimension reflects a culture of continuous improvement.

29. eMM Instrument

30. eMM Instrument

31. eMM Instrument

32. eMM Instrument

33. eMM Instrument

34. Sample Assessment Grid

35. Learning Process Area

36. Development Process Area

37. Support Process Area

38. Evaluation Process Area

39. Organisation Process Area

40. Overall EMM evaluation for the UoM

41. Recommendations : Learning Process Area
• Monitoring and feedback collection from communication channels with respect to
exchanges between students and staff in view of improving the teacher-student
interaction.
• Monitoring of the use of support facilities by students and the impacts on their
eLearning skills development.
• Monitoring of staff response times and student workload.
• Necessity to come forward with a general Monitoring and Evaluation framework
to enable optimization processes to be put in place.
• Introduction of diversity policies to address learning preferences and cultural bias
issues that may arise.

42. Recommendations : Development Process Area
• Students should be made aware of accessibility support mechanisms and
encouraged to make use of the alternatives provided.
• Integrate accessibility elements into formal institutional e-Learning policies and
engage into capacity-building of staff to support students with learning disabilities.
• Develop an integrated system infrastructure where the eLearning platforms are
coupled with other key systems such as student information systems, financial
software and admissions & students records.
• Develop eLearning implementation plans supported by Monitoring and Evaluation
instruments that are put in place to improve the overall management for the
“Delivery” process area.

43. Recommendations : Support Process Area
• Formalize processes, documentation and acceptable quality of service levels
related to student’s support activities for eLearning.
• Interface the e-Library with the eLearning platform to embed e-Library resources
within courses, including a proper monitoring and evaluation plan for determining
usage levels, effectiveness and impact on learning experiences.
• Development of a full-fledged online student helpdesk with smart functionalities
and proper logging mechanism to allow easy retrieval of documented cases of
student issues and actions taken to resolve them.
• Develop an appropriate incentive and recognition mechanism to reward academics’
involvement and commitment in the use of technology to improve teaching and
learning.

44. Recommendations : Evaluation Process Area
• Establish a feedback mechanism for academics involved in e-
Learning provision and delivery.
• Devise and implement a process model to report on actions taken
further to analysis of student and staff feedback.
• Monitor and document actions taken and impact from feedback
reports.

45. Recommendations : Organisation Process Area
• Develop and administer regular student readiness surveys for eLearning in particular
with newcomers.
• Elaborate a technology development plan for eLearning including a well-defined set
of criteria for the allocation of resources for the development of eLearning
initiatives.
• Develop and implement a digital information integrity checklist for eLearning
initiatives to ensure compliance with institutional standards, guidelines and the laws.
• Revise course documentation templates to formally include information about
eLearning modalities prior to enrolment and start of eLearning courses and
programs.

46. Benchmarking with other Institutions
Learning Process Area

47. Benchmarking with other Institutions
Learning Process Area

48. Outcome of the eMM Assessment
• Strong eLearning Initiative (well-established)
• Well-defined Quality Assurance framework
• Fared considerably well when compared with other Universities
• ‘Management’ & ‘Optimisation’ elements of e-Learning were addressed to some
extent.
• Strength of the eLearning ‘delivery’ dimension is comparable to other Universities.
• Solid internal QA Mechanism at the UoM has contributed positively to the Maturity
observed during this study.

49. Way Forward
Key Recommendations of the present study need to be implemented in a
phased, coherent and timely manner with well-planned strategies and proper
actions.
A higher Maturity Level will be reached within a reasonable timespan.
Quality of Service is maintained to a high level.
Internationalisation Goal of UoM will be achieved faster.

50. Further Work
Achieving Maturity levels is an ongoing process of improvement and refinement