October 2007 Volume 10 Number 4 - Educational Technology ...

Cases
The first set of ten case studies cover examples of completely online learning systems. Within these cases there
tends to be a restatement of the benefits of e-learning along with the acceptance of the authentic learning and
knowledge construction possibilities in e-learning. Most but not all cover the case study elements outlined by the
editors, nevertheless there is much for those interested in or involved with e-learning. Several issues are of particular
note in this first set of cases, e.g.
Assessment -
• Assessment tools not only for the e-learning courses but also for the instructors are very important.
• The positive student assessment of the courses tends to be directly proportional to the participation of the
instructor.
Networking -
• For those interested in program development networks and their issues, the German WINFOline discussion can
serve as a sound model and an outline of some of the hurdles that crop when working with other institutions.
Professional development -
• For those just moving to e-learning, the New Mexico State University professional development program is a
realistic and useful case. The lessons learned here are exemplary, e.g. the learning curve is steep, capitalize on
established models, and be prepared for ‘Plan B.’ This is complemented by the later case on educational reform
which outlines some very useful lessons and practices, such as preparing teachers with problem solving and
technology awareness sessions as well as developing communications support structures to support feedback
and discussions.
• The New Jersey-Namibia teacher training collaboration case brings out cross-cultural and cross-time period
issues. Specifically, there is a need for flexibility when networks are unstable or less advantaged students must
rely on Internet Cafés for access.
Student support -
• The pilot program to introduce student e-portfolios illustrates the use of this learning tool in promoting
reflection and self-understanding in a concrete practical way.
• The Bridging Online (BOL) Program in the Co-Op unit at Simon Fraser University in British Columbia
provides excellent examples of products helping co-op students become more confident and self-directed in
understanding the pertinence and value of their skills for employment.
The second set of eight cases covers those learning systems that the editors consider Blended Online Learning
Systems. The editors do not make it clear how these cases differ from the first set as a result the distinction is more
a curiosity than a help. This section brings out the difficulty of trying to pigeon-hole these e-learning case studies
into distinct groups. The readers should not expect to see clearly discontinuous categories in this book because
some of the cases could be put in one or more sections. Such cases are really examples along a continuum from less
to more use of online resources and activities. Important here are the stories that the authors tell, the lessons that
they learn, and the best practices that they suggest! Significant issues brought up in these eight cases are;
Planning -
• Timing always seems to be too short so do leave sufficient time to complete tasks
• Funding is also something that requires much thought – e-learning is expensive so it is important to realize the
limits of the e-learning program and make everyone aware of these.
• Once again, be ready for surprises and unexpected results – remain flexible.
• Understanding institutional policies and being ready to explain the e-learning program is essential.
Student engagement -
• Provide students with learning environments that bring together both theoretical and real-world scenarios.
• Seek out assessments of e-learning directly from the students in order to improve the e-learning offerings.
• Students are themselves a resource for learning. Use them to assist their fellow students.
Instructor support -
• There are many fundamental challenges facing instructors – changing roles with online activity especially the
need for online support and participation, increased technical requirements, combining face-to-face with online
contacts, perhaps increasing student load or development requirements.
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