Open and Distance Learning: Transitioning to an E-learning ...

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Davidson, Vogel, Harris & Jones (1999) suggest a grassroots change in viewing the adoption of informational technologies as leverage to address community and national interests. The availability of cost-effective microcomputers, local and wide-area networks, and advancements in telecommunication, especially digital applications, have made the consideration of e-e-learning and the associated technologies more conducive to meet ever increasing human and business needs. In the wake of liberalization, economic management of education has become a prime consideration for countries transitioning to a e-e-learning format. Even though the new focus of attention is on e-commerce activities, the development of an educational social infrastructure is important consideration. The question remains however is which technology and which format will be used and how a model of e-e-learning might be designed to meet the unique need of each country, respectively. Summary The administration and management of e-e-learning has rapidly become an important component in addressing education at all levels. An ever-increasing number of academic programs are developing e-e-learning courses and programs, while those already involved are expanding their activities. While these opportunities are welcome developments, new and untried delivery systems test conventional assumptions, raising questions as to the essential nature and content of an educational experience and the resources required to support IT and e-learning (Wiche, 2001). In transitioning to e-learning environment, programs should consider the following: • That education is best experienced within a community of learning where competent professionals are actively and cooperatively involved with creating, providing, and improving the instructional program; • That e-learning should be dynamic and interactive, regardless of the setting in which it occurs; • That instructional programs leading to degrees are organized around substantive and coherent curricula which define expected e-learning outcomes; • That institutions accept the obligation to address student needs and to provide the resources necessary for, their academic success; • That institutions are responsible for the education provided in their name; • That institutions undertake the assessment and improvement of their quality, giving particular emphasis to student learning and faculty development; • That institutions voluntarily subject themselves to external oversight. 20
To ensure a standard of quality, which will reinforce the intent of the e-learning programs and the quality of instruction that students receive, programs must incorporate standards, which are evaluative through a formative and summative format. Access and inclusion should be the principle values encouraging the use of new technologies to deliver or enhance instruction. The pursuit of technology, for the sake of technology itself, can become a deterrent for developing human and fiscal resources and can impede the mission of institutions and their capacity to meet the needs of all students. 21
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