The Strategic Management of E-Learning Support
Findings from American Research Universities
As a response, in this research the activities of three innovative American research universities were studied with a qualitative case study approach, including more than 50 interviews with key persons reflecting a wide variety of perspectives. Theoretical propositions were developed applying a grounded theory method of data analysis. Very soon, it became clear that insufficient faculty motivation is a common barrier for the sustainable integration of eLearning into university teaching. Hence, support and intervention strategies in the area of competence development and assistance with course design are identified. A particular lack of support was detected in the reflection phase in which faculty assess the quality of the course design and decide on further initiatives and time committed to teaching.
It is suggested that a coherent support process needs to be planned and implemented incorporating substantial collaboration across all involved support units. Such a process includes regular needs analysis, a sound set of standard services, individual consulting, integrated projects, as well as serious evaluation activities.
Strategic management regarding these activities at research universities is difficult and requires adaptations to the specific cultural context. An eLearning strategy not only needs to specify an eLearning business model but it should also consider the formal and informal incentive structure for faculty as well as an adequate policy framework. Furthermore, an eLearning strategy ought to make clear statements regarding the structural conditions for eLearning support.
More specifically, an eLearning support strategy needs to be developed taking cultural conditions proactively into account and coordinating activities along the support process across the involved units. Among these units, cross-disciplinary eLearning centers take a critical role in facilitating knowledge exchange and collaboration of local and central eLearning initiatives. The substantial involvement of the libraries and their support culture were particularly insightful.
The relevance of the results presented for the Swiss higher education context was evaluated.
The research design is based on a qualitative methodology. The findings from over 50 interviews are presented in form of detailed qualitative case studies and cross case analysis. Within the author's research study three broad questions initially framed the focus of her research:
- What are the elements of an adequate eLearning business model for a higher education institution?
- What challenges do higher education institutions face toward implementing strategic considerations regarding eLearning?
- What is the relevance of the findings from the American context for Swiss higher education institutions?
- University Strategy (content: mission),
- eLearning Strategy (content: Business Model, eLearning specific issues)
- eLearning Support Strategy (content: Business Model, eLearning support specific issues)
Zellweger's dissertation contains a recommendation chapter which is of high value for elearning practitioners repsonsible at a strategic level. For every strategic level, she developped empirically proofed and theoretically sound recommendations which give the different stakeholders at HEI a clear strategic agenda of "How to strategically implement eLearning at the University".
In her study is assumed that theses findings are valid for Swiss universities or for the German-speaking European universities, but only within certain cultural and structural limitations. The author thorougly reflects the potential of a transfer of the study findings from the American to the Swiss context.
The systematic analysis of factors leading to success or failure of elearning at HEI and the structured strategic management practice on three different levels by giving clear recommendations are well substantiated and an important resource if not rather an absolute "must" for researchers who are interested in HEI development and for practitioners at HEI who belong to the management team of teaching and learning, elearning support leaders as well as elearning-project managers. www.elearning-reviews.org
- 1. Introduction
- 2. Prestudy: E-Learning Business Models of Selected American Higher Education Institutions
- 3. Research Strategy
- 4. Context and Concepts - A Literature Review
- 5. Findings from the American Context
- 6. Cross-Case Analysis and Discussion
- 7. Recommendations for the American Context
- 8. Swiss Higher Education - An Outlook
- 9. Conclusions
Diese Doktorarbeit erwähnt ...
KB IB clear
|Gudrun Bachmann, A. W. Bates, Robert C. Clark, Larry Cuban, Thomas H. Davenport, M. Dittler, Dieter Euler, Robert G. Fichman, Jetta Frost, Urs Gröhbiel, Paul R. Hagner, Jasmina Hasanbegovic, David H. Jonassen, Michael Kerres, Leonard P. Martineau, Polley A. McClure, John W. Miller, Diana G. Oblinger, James L. Oblinger, Margit Osterloh, E. M Rogers, Gilly Salmon, Ingrid Schönwald, Rolf Schulmeister, Sabine Seufert, Toby D. Sitko, John W. Smith, Karl Wilbers|
KB IB clear
|Bibliotheklibrary, Bologna-Reform, E-LearningE-Learning, ETH Zürich, EuropaEurope, Geschäftsmodellbusiness model, Globalisierungglobalization, ICTICT, Innovationinnovation, knowledge workerknowledge worker, Lebenslanges Lernenlifelong learning, Lernenlearning, Managementmanagement, MIT, SchweizSwitzerland, Simulation, St. Galler Modell, Support, Universität St. Gallen, USA, Virtueller Campus Schweiz (VCS), WBT (Web Based Training)Web Based Training|
Diese Doktorarbeit erwähnt vermutlich nicht ...
Einträge in Beats Blog
- Educause Quarterly 1/07 (2007)
- eUniversity - Update Bologna (Reinhard Keil, Michael Kerres, Rolf Schulmeister) (2007)
- Lernplattformen in Schulen - Ansätze für E-Learning und Blended Learning in Präsenzklassen (Dominik Petko) (2010)
- Digitale Medien für Lehre und Forschung - (Tagungsband der GMW-Jahrestagung 2010) (Schewa Mandel, Manuel Rutishauser, Eva Seiler Schiedt) (2010)
- E-Learning-Support-Einrichtungen: Auslaufmodelle oder integrative Antriebskräfte? (Nicolas Apostolopoulos, Brigitte Grote, Harriet Hoffmann)
- GML2 2014 - Der Qualitätspakt E-Learning im Hochschulpakt 2020 (Nicolas Apostolopoulos, Harriet Hoffmann, Ulrike Mußmann, Wolfgang Coy, Andreas Schwill) (2014)
- Qualitätsentwicklung in der institutionalisierten Beratung am Beispiel des E-Learning Centers der Hochschule München (Patricia Arnold, Gisela Prey, Dennis Wortmann)
Beat und Diese Doktorarbeit
Beat war Co-Leiter des ICT-Kompetenzzentrums TOP während er Diese Doktorarbeit ins Biblionetz aufgenommen hat. Die bisher letzte Bearbeitung erfolgte während seiner Zeit am Institut für Medien und Schule. Beat besitzt ein physisches, aber kein digitales Exemplar. Es gibt bisher nur wenige Objekte im Biblionetz, die dieses Werk zitieren.