Elearning and Human Resource Development

Prof.Dr. Srisakdi Charmonman

Board Chairman and CEO, College of Internet Distance Education

AssumptionUniversity of Thailand

Abstract

As of the year 2006, there is no field of study in which eLearning is not used. For example, it was said that eLearning could not be used in courses which required laboratories or practices like nursing. However, the University of Phoenix in the US offers eLearning in the field of nursing and there are over 4,000 students. Times magazine stated that by the year 2020, eLearning will be in the main stream and classroom learning the supporting part, i.e. more than 50% of learners will learn thru the Internet and less than 50% will learn in the classrooms. Human resource development may be done both thru formal education and short courses, either in the classroom mode or the eLearning mode. A case study is AssumptionUniversity of Thailand which offers degree programs majoring in Human Resource Development as well as short courses, both in the classrooms and thru the Internet. In the year 2006, AssumptionUniversity has about 20,000 students in the classrooms and about 300 students in the College of Internet Distance Education. However, it has been announced that the number of eLearning students at AssumptionUniversity will eventually be 100,000. This paper will presentfive generations of distance education; definition of eLearning; sample trends of eLearning such as Educause Issues about eLearning in 2006, eLearning and International Education in the Netherlands, Stanford’s new online high school, and legal requirement to take eLearning; issues from Sloan Foundation report; a case study at Assumption University; courseware development; podcast and vodcast; eLearning for K12; and eLearning short courses and training.

  1. Introduction

One of the best sources of information is where there are over 8 billion entries. For example, searching for “charmonman”, over 15,000 entries were found as shown in Figure 1.Clicking into < and to “List of Publications” found more than 1,000 entries and over 50 of those publications are

  1. Position Paper for the Panel Discussion on “Elearning: Towards a Learning Society”, World Teacher Conference, Impact Muang Thong Thani, Bangkok, Thailand. October 6, 2006.
  2. Board Chaiman and CEO of the College of Internet Distance Education of Assumption University of Thailand, President of the Computer Association of Thailand under the Royal Patronage of HM the King, President of Thailand Chapter of the ACM, and President of Thailand Chapter of the Computer Society of the IEEE.

on eLearning[1-54]. Searching for “eLearning”, over 21 million entries were given as shown in Figure2. Similarly, searching for “eLearning trends and issues gave over 2.5 million entries as shown in Figure 3. For “eLearning trends and issues 2006”, over 2.3 million entries were given as shown in Figure 4.

Figure 1. Over 15,000 entries Figure 2. Over 21 million entries

found when searching for found when searching for
“Charmonman” “eLearning”

Figure 3. About 2.5 million entries Figure 4. About 2.3 million entries

found when searching for found when searching for

“eLearing trends and issues” “eLearing trends and issues 2006”

Searching “define: human resource development” from Google as shown in Figure 5, “An organized learning experience, conducted in a definite time period, to increase the possibility of improving job performance and growth”. The organized learning could be done in the classroom mode or in the eLearning mode. Searching “Human Resource Development eLearning” yielded 10.6 million entries.

From about 2.3 million entries on eLearning trends and issues in the year 2006 as shown in Figure 4. Only some of them will be discussed in this paper, namely,five generations of distance education; definition of eLearning; sample trends of eLearning such as Educause Issues about eLearning in 2006, eLearning and International Education in the Netherlands, Stanford’s new online high school, and legal requirement to take eLearning; issues from Sloan Foundation report; a case study at Assumption University; courseware development; podcast and vodcast; eLearning for K12; and eLearning short courses and training.

Figure 5. HRD Figure 6. HRD and eLearning

  1. Five Generations of Distance Education

As shown in Figure 7, distance education or distance learning may be classified into 5 generations. The first generation started in the late 1800’s and early 1900’s and was known as “correspondence study” using postal mail. The students and instructors communicated through writing and postal mail. Baltimore’s CalvertSchool was the first elementary school and the University of Chicago was the first university to offer correspondence study in the early 1900’s. As a matter of fact, this kind of distance education can be offered through the Internet by using e-mail instead of the postal mail which is referred to as “snail mail” to indicate its slow speed comparing to the Internet.

The second generation of distance education is the “Open Universities” which started in 1970’s. The British Open University delivered the course information via radio and television.

The philosophy of “anyone, anytime, anywhere” was adopted by open universities, meaning that

  • any person may enroll in courses without regard to prior experience or education,
  • a student can begin and complete a course without time restrictions, and
  • course work and study is done anywhere the student chooses.

The third generation of distance education started in 1980’s with videotape, broadcast, satellite, and cable. Large organizations like the US Department of Defense invested large sum of money to set up satellite network for training purposes. In 1981, PBS Adult Learning Service (ALS) joined with 190 public television stations and about 2,000 colleges to offer over 80 telecourses for credit with enrollment of over 470,000 students. In addition to telecourses for college degree, ALS also offers more than 1,000 hours of satellite programming for professional development, adult literacy and other distance learning topics.

The fourth generation of distance learning is “Web-based” or through the Internet. By providing instructions via the World Wide Web, business travelers and students in isolated areas can enjoy interactive classrooms no matter where they are and what time it is.

Figure 7. Five Generation of Distance Education Models

The fifth generation of distance learning or “Internet Distance Education” offers the potential to decrease significantly the cost of online learning and thereby increase significantly access to education and training opportunities worldwide. The fifth generation of distance education delivers a quantum leap in economy of scale and associated cost-effectiveness. All existing and any new facilities of the Internet could be used.

3. Definitions of eLearning

There are many definitions of eLearning. Searching for “define: elearning” from Google, four sources were founded.

From <en.wikipedia.org/wiki/Eleaarning>, “E-learning most often means an approach to facilitate and enhance learning through the use of devices based on computer and communications technology. Such devices would includepersonal computers, CDROMs, Digital Television, P.D.A.s and Mobile Phones. Communications technology enables the use of the Internet, email, discussion forums, and collaborative software.”

Figure 8. Definitions of eLearning

From the web < “Online Learning” is the same as “eLearning”. From the web < “Online Learning” has the same meaning as “eLearning”.

Another important definition of eLearning was given in the report “Growing by Degrees: Online Education in the United States, 2005” released in November 2005. Four types of learning were defined as shown in Table 1:

1)Traditional Learning. Course with no online technology used. Content is delivered in writing or orally. Proportion of content delivered online is 0%.

2)Web-Facilitated Learning. Course which uses web-based technology to facilitate
what is essentially a face-to-face course. Use a course management system (CMS) or
web pages to post the syllabus and assignments. Proportion of content delivered
online is 1-29%.

3)Blended/Hybrid Learning. Course that blends online and face-to-face delivery.
Substantial proportion of the content is delivered online, typically uses online
discussions, and typically has some face-to-face meetings. Proportion of content
delivered online is 30-79%.

4) Online Learning or eLearning. A course where most of all of the content is
delivered online. Typically have no face-to-face meetings. Proportion of content
delivered online is 80-100%.

Table 1. Four Types of Distance Education

Proportion
of Content
Delivered Online / Type of Courses / Typical Description
0% / Traditional / Course with no online technology used. Content is delivered in writing or orally.
1 to 29% / Web Facilitated / Course which use web-based technology to facilitate what is essentially a face-to-face course. Use a course management system (CMS) or web pages to post the syllabus and assignments, for example.
30 to 79% / Blended/ Hybrid / Course that blends online and face-to-face delivery. Substantial proportion of the content is delivered online, typically uses online discussions, and typically has someface-to-face meetings.
80+ % / Online or eLearning / A course where most of all of the content is delivered online. Typically have no face-to-face meeting.

4. Sample Trends of eLearning

From about 2.3 million entries about “eLearning trends and issues 2006” as shown in Figure 4, only samples will be given here, namely, Educause Issues about eLearning in 2006, eLearning and International Education in the Netherlands, Stanford’s new online high school, and legal requirement to take eLearning.

4.1 Educause Issues about eLearning in 2006. As shown in Figure 5. Educause is “a nonprofit association whose mission is to advance higher education by promoting the intelligent use of information technology”. AssumptionUniversity is a member of Educause. Educase has established the 2006 Educause Current Issues Committee to select top-ten IT issues for the year 2006 and Issue #9 is “E-Learning/Distributed Teaching and Learning”.

Figure 9. About Educause Figure 10. Top-Ten IT Issues for 2006

The 2006 Educause Current Issues Committee stated that at the beginning eLearning was an add-on to traditional education but by the year 2006 it has become a mission-critical component of education. Sample critical questions for eLearning include the followings:

  • How will the changing demographics of students affect the delivery of education? One answer is to use eLearning so that a student can study anywhere at his convenience. For example, an eLearning student at the College of Internet Distance Education of Assumption University is an airhostess. She could not go to the regularly schedule class in the classroom mode. So, she enrolled in the eLearning program and study at whatever airport she has to wait for the flight to continue.
  • How will eLearning respond to the integration of higher education, training, and work? One answer is that eLearning can be used in all the 3 types of environment. For example, at the College of Internet Distance Education of Assumption University, an M.Sc. in Management require 36 credits or 12 of 3-credit courses. A 3-credit course includes 45 hours. The 45 hours are divided into 3 of 15-hour training program. A student who completes a 15-hour training program gets a certificate. Once he completes 3 of the 15-hour training program, he gets another certificate for completion of a 3-credit course. Once he completes the first 4 of the 3-credit courses, he gets another certificate for a 12-credit training program. Once he completes the second 4 of the 3-credit courses, he gets a diploma. Once he completes last 4 of the 3-credit courses, he gets the Master’s degree. All of those certificates, diploma, and degree can be earned while he is working full-time.
  • Where will eLearning fit in the institution’s attempt to expand its outreach to new populations? One answer is that eLearning fits very well. For example, at AssumptionUniversity, there are about 20,000 students from 69 countries. To have more students in the classroom mode, the university would need a lot more classrooms. In the eLearning mode, the university hopes to have 100,000 students in the eLearning program, i.e. without building any more classrooms.

4.2 eLearning and International Education in the Netherlands. From EDUCAUSE Quarterly, Volume 29, Number 2, 2006, there is an article about eLearning and international education. It was said that from the year 2001 to 2006 eLearning has advanced significantly in Europe and that eLearning could play a key part for new and better forms of international education.

In one case involving the course “Analyzing Digital Journalism”. There were students from 3 countries. They are the Netherlands, Spain, and Sweden. Each student was assigned to analyze the quality of 50-100 digital newspaper sites in their region. They were required to appraise the sites’ interactivity, content, and usability. Three international teams, each including students from the Netherlands, Spain, and Sweden.

The students stayed in their countries. They made collaborations entirely online, by using video conference, ICQ chats, email, and phone calls. The students did not meet face-to-face but they produced respectable reports.

In the Netherlands, eLearning has been used to attract foreign students. Video conferencing used to be expensive and unreliable until the Internet came along and made video conferencing cheap and simple and working well. To engage with foreign students, a teacher need cultural knowledge which could be acquired thru the Internet. In summary, eLearning in international education is challenging and promising.

4.3 Stanford’s NewOnlineHigh School. From Google search, there is a story that StanfordUniversity is opening its virtual doors to 30 sophomores, juniors, and seniors.

The high school is called “The Education Program for GiftedYouthOnlineHigh School (EPGY-OHS)”. It is a 3-year, fully accredited independent high school which grants diploma and provides education in the eLearning mode. It plans to enroll 300 students from around the world. The students are gifted in the sense that they can study at the college level without high school diploma because they can gain knowledge by themselves or home schooled.

To apply for a seat at the high school, an applicant must fill an 8-page form and pay 50 US$ application fee and supply information about experience with online classes, summer programs taken, academic competitions, extra-curricular activities, community service hours, and an essay about himself.

The Stanford’s High School uses voice and share whiteboard conferencing software to create a real-time interactive environment.

4.4 Legal Requirement to Take eLearning. The State of Michigan of the US is the first to pass a law requiring every student to take at least one eLearning course. The State Superintendent of Public Instruction and the State Board of Education made a history by recommending a change in State law to require every Michigan student to be able to meet the global demands of the 21st Century. In September 2005, the State Board of Education commissioned the High School Graduation Task Force to research the graduation requirements of 5 states, namely, Arkansas, Indiana, Massachusetts, Oregon, and Rhode Island.

On December 13, 2005, the State Board of Education adopted a plan requiring that all Michigan students cannot graduate with a Grade 12 certificate without completing 18 credits in English, Mathematics, Science, Social Studies, Visual and Performing Arts, Health and Physical Education, and World Languages.

Bill Gates said in his February 2005 speech to the US governors that US high schools are obsolete, “Training the workforce of tomorrow with the high schools of today is like trying to teach kids about today’s computers on a 50-year-old mainframe. It’s the wrong tool for the times. Our high schools were designed 50 years ago to meet the need of another age…”

Effective April 2006, all Michigan students must take at least one eLearning course to complete all the requirements for Grade12. Michigan Virtual University (MVU) joined with Blackboard Inc. to deliver eLearning to 450,000 Michigan high school students during the next 3 years thru Michigan Virtual High School (MVHS). MVHS is the largest virtual high school in the US and earned accreditation in 2005. It was established in 2000. It has supported over 23,000 course enrollments. It has also served more than 125,000 students with online testing.

With Michigan passing a law requiring high school students to take at least one eLearning course, other States will probably consider similar law. If the US Federal Government passes a law to require eLearning, other countries may also have serious consideration to compete.

5. Issues from Sloan Foundation Report

As shown in Figure 11, the Sloan Consortium is a consortium of institutions and organizations committed to quality online education. Its purpose is to help educational institutions improve quality, scale, and breadth of their eLearning programs. In November 2005, Sloan Consortium released a report entitled “Growing by degrees: Online Education in the United States, 2005”.

Figure 11. Sloan Consortium

The report was based on survey results from over 1,000 colleges and universities in the US. Summary of results are given below:

5.1Have the Course and Program Offerings in Online Education
Entered the Mainstream?The answer is definitely “Yes”:

  • 65% of schools offering classroom-based graduate courses also offer graduate courses in eLearning mode.
  • 63% of schools offering classroom-based under graduate courses also offer under graduate courses in eLearning mode.

5.2Who is Teaching Online?Staffing of eLearning courses does not come at
the expense of classroom-based staff:

  • 65% of higher education institutions use full-time classroom-based instructors to teach in eLearning mode, while only 62% use full-time classroom-based instructors in classroom mode.
  • 74% of public colleges use full-time classroom-based instructors to teach in eLearning mode, while only 61% use full-time classroom-based instructors in classroom mode.

5.3Is Online Education Becoming Part of Long-Term Strategy forMost
Schools? There is a strong trend upwards in considering eLearning
as a part of long-term strategy: