Cultural change for the e-world

Abstract

In the transition to e-learning, many institutions provide some face to face delivery alongside their e-learning delivery. The spectrum ranges from the traditional face to face delivery, with lecturing through to full e-learning, and it is anticipated for the next 5 years, at least, that the majority of delivery will be in the middle of the spectrum and provide a mixed mode of delivery. Nevertheless, there will be some programmes, which can be delivered purely in e-learning mode, and some e-learners who want to study purely by this method. It is this end of the spectrum with which the design factors of e-learning need to be considered. In order to think through all the elements of e-learning delivery, one has to consider what McKey (2000) describes as the "total student experience". McKey lists 4 key factors for consideration. The first factor to ensuring the e-learners experience is a positive one, is ensuring the administration is geared to support the e-learners through all aspects of their on-line experience. Administration, in this context, takes on board the traditional roles of enrolment and monitoring an e-learner performance, plus the link with the tutor but in the e-learning context administrators also have a key role in communicating with: quality assurance departments; the marketing department; the learning resource centre; and the technology provider. Last but certainly not least, administrators need to ensure there is a good communication link to the e-learners themselves who will expect, an almost immediate feedback on the queries or concerns they may have. The second factor of McKey's model is that of the education provision. The provision of e-learning programmes to e-learners can be thought of in 2 stages: designing the materials and support from the academic.