The Electronic Journal of e-Learning provides perspectives on topics relevant to the study, implementation and management of e-Learning initiatives
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Journal Article

Cultural Impact on Online Education Quality Perception  pp161-172

Manuela Milani

© Apr 2008 Volume 6 Issue 2, Editor: Shirley Williams, pp99 - 182

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Abstract

Numerous stakeholders in the field of education have been working on the development and extent of the use of ICT in different learning communities (higher education, vocational training) and in different multicultural contexts thanks also to EU funding opportunities. In this framework, they have participated in the building of various cross‑national teaching and learning models. The strategies which supported the development of such educational projects introducing online teaching and learning activities in the framework of European projects generally rely on the basic premise of the homogeneity of the educational systems likely to be used, and according to similar methods, the resources and training devices with ICT. This can lead to the negation of potential discrepancies, particularly cultural ones, in educational systems. The aim of this paper is to analyse the concept of "quality in online education within European Online Academic Education's context", how this concept takes shape and how it becomes — or not — part of teaching and learning practices. We decided to focus our attention on the concept of "quality" to understand the eventual impact of the cultural factor on the developing scenario of virtual education because this concept seems to be particularly revealing if we take into consideration its "open nature". The increasing number of virtual campuses reveals how common the development of teaching modules are nowadays together with complete degrees based on inter‑university and transnational collaborations with the aim of transferring learning objects from one educational context to another. Virtual mobility is thus becoming a reality for a greater number of students. However, the multicultural dimension of these new environments has not been investigated yet and in particular the notion of "online teaching quality" is still under‑exploited. This paper intends to provide a review of current works on Online Education Quality Measurement in general focusing on the investigation of Cultural Impact on Quality issues. At the same time this paper intends to shift the attention from students' to teachers' perception of quality and consequently on the possible different evaluation frameworks used within the same context: European Online Education. The paper is part of a PhD research aimed at exploring the impact of cultural dimensions on the design of online courses offered by universities from different European areas. The research notably aims to reveal differences between online courses' models, in order to uncover which one of them can be connected to the cultural dimension they belong to.

 

Keywords: cultural impact, cultural differences, quality, online education, virtual campus, virtual mobility

 

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Journal Article

Hybrid Model for e‑Learning at Virtual University of Pakistan  pp55-64

Saba Khalil Toor

© Jan 2005 Volume 3 Issue 1, Editor: Shirley Williams, pp1 - 81

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Abstract

Virtual University of Pakistan uses hybrid model of education to impart knowledge to the knowledge seeker/students. This model has three basic components namely, physical campuses, lectures broadcast through television network and the mentoring and tutori ng of students through the internet. This paper highlights in detail the working of this model and also indicates some issues that were encountered and solution proposed to overcome them

 

Keywords: Hybrid Model, Moderated Discussion Board, MDB, Graded Moderated Discussion Board, GMDB, Private Virtual Campuses, PVC

 

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Journal Article

The Identification of Key Issues in the Development of Sustainable e‑Learning and Virtual Campus Initiatives  pp155-164

Mark Stansfield, Thomas Connolly, Antonio Cartelli, Athanassios Jimoyiannis, Hugo Magalhães, Katherine Maillet

© Jun 2009 Volume 7 Issue 2, Editor: Shirley Williams, pp85 - 190

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Abstract

This paper explores a number of key issues that have been identified as being important in the identification and evaluation of best practice within the context of e‑learning and virtual campuses. The 'Promoting Best Practice in Virtual Campuses' (PBP‑VC) project is a two year European Commission Education Audiovisual and Culture Executive Agency (EACEA) co‑financed project that is aimed at providing a deeper understanding of the key issues and success factors underlying the implementation and sustainability of virtual campuses. The PBP‑VC project team have been working with stakeholders from a number of large virtual campus projects across Europe in identifying and exploring key issues relating to best practice and sustainability. The importance of developing a practical framework for identifying, evaluating and promoting best practice in virtual campuses and e‑learning can be demonstrated by the significant number of high profile e‑learning and virtual campus failures both within Europe and globally. In many cases their failure has been quite spectacular with millions of dollars being wasted as a result some quite basic errors in overlooking key best practice issues that have occurred across several large‑scale projects. This paper will provide a description of the different issues relating to models for best practice and sustainability that has been developed by the PBP‑VC project.

 

Keywords: virtual campuses, e-learning, best practices, sustainability

 

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