Business improvement project of E learning system at Hochiminh City Open university

Current implementation of E-learning systems in the world, 44 especially at universities 4.2 Future implementation of E-learning systems in the world 45 43 Typical cases of a successful

MINISTRY OF EDUCATION & TRAINING UNIVERSITE LIBRE DE BRUXELLES

FINAL PROJECT

MASTER IN BUSINESS MANAGEMENT & INFORMATION SYSTEM

2 Prof Michel Allé

3 Prof Pierre Motyl

~ Ho Chi Minh City

2006

Hochiminh City’s Open University: E-Learning System Improvement MBIS_1_ Group 12 (6B)

Table of Contents

m

Part I: Business Case

Page

1 OU’s establishment and development history, OU's missions and 19 visions

2, OU's current situation as a business — brand image, “market” share 20

3 Advantages / disadvantages of an E-learning system 38

3.2 The difference between e - learning and conventional 40

classrooms

4.) Current implementation of E-learning systems in the world, 44

especially at universities

4.2 Future implementation of E-learning systems in the world 45

43 Typical cases of a successful E-learning system in the world 50

$ Current situation of E-learning system development in Vietnam 5]

% Hochiminh City’s Open University: E-Learning System Improvement MBIS_1_Group 12 (6B)

Il OU’S E-LEARNING SYSTEM 52

1 Introduction of the system - development history 52

3.1 The survey - methodology of interviewing and data 60

processing

IV OU’S E-LEARNING SYSTEM — IMPROVEMENT PROJECT 63

Hochiminh City’s Open University: E-Learning System Improvement MBIS_1_Group 12 (6B)

Part II: Project Specifications

3.2 Roles and Responsibilities 81

IV STAKEHOLDERS ANALYSIS 86

Vv DEPENDENCIES AND IMPACTS ON OTHER PROJECTS 87

VỊ FACILITIES AND RESOURCES 87

Vill COST SAVING ANALYSIS 94

IX DETAILED SPECIFICATIONS FOR THE IMPLEMENTATION 96

Hochiminh City’s Open University: E-Learning System Improvement MBIS_1_Group 12 (6B)

Hochiminh City’s Open University: E-Learning System Improvement MBIS_1_ Group 12 (6B)

“; ADO ActiveX Data Objects

- | ADSL Asymmetric Digital Subscriber Line

AICC Aviation (All Emcompassing) Industry CBT (Computer-Based Training)

Committee BTA Business Technology Association

CBT Computer-Based Training

CDROM Compact Disc Read-Only Memory

CISM Center of Information System Management

CMC Computer-Mediated Communication

CMS Course Management System

DBMS DataBase Management System

FAQ Frequently Asked Question

FTP File Transfer Protocol

GNU GNU's Not Unix

GPL General Public License

HCMC Ho Chi Minh City

HCMCOU Ho Chi Minh City Open University

ICT Information and Communications Technology

IM Instant Messaging

IMAP Internet Message Access Protocol

IMS QTI IMS Question and Test Interoperability Specification

IP Internet Protocol

ISDN Integrated Services Digital Network

IT Information Technology

iTV Interactive television

TVLE Interactive Virtual Learning Environment

LAMP Linux, Apache, MySQL, PHP

LCMS Learning Content Management System

LDAP Lightweight Directory Access Protocol

LMS Learning Management System

Hochiminh City’s Open University: E-Learning System Improvement MBIS_1_Group 12 (6B)

LO Learning Object

Moodle Modular Object-Oriented Dynamic Learning Environment

NCLB No Child Left Behind Act

NFS Network File System

, | NNTP Network News Transfer Protocol

NUS National University of Singapore

ODBC Open Database Connectivity

ou Open University

“| OUELS Open University E-Learning System

PDA Personal digital assistant

PDF Portable Document Format

PHP Hypertext Preprocessor

POP3 Post Office Protocol version 3

Q&A Questions & Answers

ROI Return on Investment

RSS Really Simple Syndication

RTF Rich Text Format

SCORM Shareable Content Resource Modei

SMB System Management Bus

SQL Structured Query Language

VLE Virtual Learning Environments

VoIP Voice over IP

WAN Wide Area Networks

WBT Web-based training

WebCT Web Course Tools

WebDAV Web-based Distributed Authoring and Versioning

WLAN Wireless Local Area Network

WTO World Trade Organization

XML eXtensible Markup Language

List of tables and charts

Market Share among Non — public universities 2006

No Of students from 2001 to 2006

No Of students participating distance learning from 1998 to 2006

OQU’s management structure

The existing information system in HCMCOU

Ichikawa diagram for E-learning

E-learning’s system structure

5C’s of elearning

Moodle course screenshot with Firefox

Survey's key findings

OU’s management structure - Suggestion

& However, it is very hard to find a proper E-learning system in Vietnam, even in the university

i community, where an E-learning system should reveal its high level of application

Open University of Ho Chi Minh City (OU) is one of the leading universities in the Southern

ẹ

‘Vietnam, also one of the leading ones nationwide OU has been among the very first

universities to realize the actual demand for an E-learning system, knowing that such great would not only deliver a brand new, exciting teaching and learning experience to its students

: Deciding that developing an E-learning system is a smart strategy to win competitive

ị advantage against other competing universities in the South of Vietnam, OU actually put this idea into reality in 2004 The first version of OU’s E-learning system took the university 5 months to build, and finally came into operation in December 2004

~ Although the idea was great, the first version of the system revealed many weaknesses Its structure was poorly developed with just a few sections, which covered studying topics for

‘only 3 classes Its contents included only old, out-of-date materials The interface was unfriendly The supporting infrastructure was weak and unstable, allowing maximum only 300 _ connections at a time

As a result, the application of the system was not as successful as expected Both the teacher and the student did not find the system attractive and interesting as they thought it would be After two years of testing the first version, it is obviously that the system needs an intensive improvement

As we have witnessed so many successful E-learning sites in the world, we have been wishing

to have a similar system here in Vietnam We strongly believe that a well-designed, well- managed E-learning system will be an exciting and effective learning experience for Vietnamese students at OU Therefore, with guidance from our guiding professors and strong

Hochiminh City’s Open University: E-Learning System Improvement MBIS_1_Group 12 (6B)

support from OU’s Management, we started to develop a project to improve the existing OU's

- Elearning system

IL Objectives of the Thesis

- The Thesis will present in details our project of improving the existing OU’s E-learning system Our initial objective is to improve the system to make it a better one — an E-learning system that is useful and helpful to both OU’s teacher and student, providing a new teaching /

- learning experience, which makes the task of teaching and learning easier and more interesting

In order to achieve that objective, we have to complete a set of targets, such as:

> Better structure of contents, with updated information and materials, covering various courses and topics that are necessary to the teachers and students;

> Better supporting infrastructure which facilitates smooth operation of the system and more connections of a time The infrastructure will also have to assure that the system it is really easy to access the system for both high-speed and low-speed

connection;

> More friendly and easy-to-use interface;

> More features and functions, including Q&A section, test and examination section,

discussion forum, and general news update;

~ Taking in consideration of the current situation of OU, we don’t aim at developing a perfect E-

* learning system Our general objective is to effectively improve the existing one to upgrade it

to an obviously higher level

: TH The structure of the thesis

"The Thesis consists of 18 chapters, grouping in two main parts:

BEGINNING CHAPTER

PART I: BUSINESS CASE

Chapter 1: Introduction of Hochiminh City Open University

Chapter 2: Introduction of E-learning system

Chapter 3: HCMCOU’s E-learning system

Chapter 4: Business improvement project

* Hochiminh City’s Open University: E-Learning System Improvement MBIS_1_ Group 12 (6B)

PART II: PROJECT SPECIFICATIONS

Chapter 1: Project overview

Chapter 2: Project Requirements

Chapter 3: Project Organization

Chapter 4: Stakeholders Analysis

Chapter 5: Dependencies and Impacts on Other Projects

Chapter 6: Facilities and Resources

Chapter 7: Risks Analysis

Chapter 8: Cost Saving Analysis

Chapter 9: Detailed Specifications for the Implementation

Chapter 10: Project Deliverables

Chapter 11: Project Schedule

Part I: Business Case

1 OU’s establishment and development history, OU’s missions and visions

e Ho Chi Minh City’s Open University (HCMCOU) was founded on July 26, 1993 It is the first university that is managed by the semi - public regulations and it offers the open way of training to activate the justified directions of the Communist Party and Government in socializing education and multiplying the types of training HCMCOU

is an institution of higher education offering a variety of programs from undergraduate to postgraduate ranging from distance learning, on — site, learning at satellite academic centers, aiming at meeting various learning needs of society and contributing to the enlargement of the human resources for the country

e 27,500 students are following the courses at HCMOU daytime and night-time or at distance So far the school has offered 512 graduates the 3-year Bachelor degrees, 27,164 graduates the 4-year Bachelor degrees (including 2,750 graduates following distance programs) and 539 graduates the Master degrees

* QU is currently the leading one among non — public universities And it has received the Government decision to become a public one at early June Therefore, to enhance its positioning, the board of management clearly define its vision and mission as follows:

* HCMCOU VISION

* To become one of the top among public universities in South Vietnam

%* To continue the jeadership for distance education training for 70,000

students in South Vietnam

* To expand the collaboration with many other domestic and foreign

* To build up new and maintain the existing infrastructures to enhance the quality for on-site and distance teaching and learning

* To undertake in order to promote the knowledge level of people through forms of distance learning, on-site, learning at satellite academic centers, and the ability of self - learning to organize many kinds of training programs such as:

e Postgraduate programs (Master degree)

e Undergraduate programs (Bachelor degree)

© Diploma programs (Diploma)

e Fostering courses (Certificate)

* To organize science research and hand over industry activities, popularize information about science and technology, propagate and preserve the national cultures, etc

* To associate with and help many local training centers, and to organize training collaboration activities with many companies, science research organizations, and educational institute (domestic and foreign)

2 OU's current situation as a business — brand image & “market” share

% Positioning

Compared to public universities, OU, in learners’ viewpoint is still of secondary alternative although it is the leading among non — public ones Take, for example, the number of students applying for entrance exam is only 11,000 compared to Economics University of 40,000 and in case students can pass 2 entrance exams: one is OU and one public university, their first choice is still a public university

ychiminh City’s Open University: E-Learning System Improvement MBIS_1_Group 12 (6B)

*% Market Share among Non — public universities 2006

@ Students - in service training

@ Students - college level

(G Students - university level |

* No of students participating distance learning from 1998 to 2006

3 OU’s management structure & SWOT analysis

a Management structure

[ Board of Management |

[ Rector and

Vice Rector

Office of Personnel & (— Faculty of Economics and

L General Administration J L Business Administration J

Office of (_ Faculty of Accounting -

L Acedamic Affairs | \ Finance - Banking J

Center of Student Support Faculty of Southeast

b SWOT analysis

* HCMC OU’s brand was rather famous in South

Vietnam

*' Public relation activities are well supported by

a strong nation-wide network

* Competitive Tuition fee among non — public

* The number of qualified teachers/ lecturers

are very few

* Existing infrastructures do not sufficiently

support teaching and learning especially

distance learning

* The transitional period from non — public to

public university requires the board of

Management to make significant reform on

the existing structure (teaching method,

- administrative structure, etc)

* The quality of teaching and learning needs to

be university improved once becoming a_ public

As mentioned above, the existing infrastructures do not meet the demand of the teachers and learners to enhance the educational quality while the set target for distance training requires the management to upgrade the existing educational system This situation, therefore, queries to the management to review and reform their existing structures through not only _onsite study but also distance learning Therefore, building an E — LEARNING SYSTEM which can support the teachers and learners should be considered one of the priorities for OU's board of management

Below is the existing information system in HCMCOU:

HCMCOU built a decentralized information system includes:

4 HCMCOU website

- s Mail system

#& E — learning system

% Education management system

% Accounting System

4 Library system

% Secure system

4

+ LAN - Local Network Area has been upgrading with CISCO’s latest equipment

4 HCMCOU currently has 10 servers but most of them are old — fashioned and limited processing capacity

Hochiminh City’s Open University: E-Learning System Improvement MBIS _1_Group 12 (6B)

4 HCMCOU has been using leased-line 128Kb, 4 ADSL (4x2Mb) and possesses more than S00 computers used for management and study The existing software system mostly uses Microsoft Windows as MS Windows 2003, MS Windows XP, MS Windows 2000; however, the software license issue is still of minor consideration

1 Introduction of E-learning system

11 Definitions

As opposed to the computer-based training of the 1980s, the term e-learning refers to computer-enhanced training E-learning is usually delivered via a personal computer It includes learning delivered by other communications technologies Methods include online lectures, tutorials, performance support systems, simulations, job aids, games, and more Effective e-learning is often a blend of methods

E-learming, therefore, is an approach to facilitate and enhance learning through both computer and communications technology Such devices can include personal

computers, CDROMs, Television, PDAs, MP3 Players, and Mobile Phones

Communications technology enables the use of the Internet, email, discussion forums, WIKIs, collaborative software, classroom management software and team learning

E-learning may also be used to suit distance learning through the use of WANs (Wide Area Networks), and may also be considered to be a form of flexible learning where just-in-time learning is possible Courses can be tailored to specific needs and asynchronous learning is possible Where learning occurs exclusively online, this is

called online education

Distance education provided the base for e-learning’s development E-learning can be

“on demand” It overcomes timing, attendance and travel difficulties

> Formal learners, accessing learning material within formal learning settings (schools, universities, etc), usually curricular-based and learning institution-

mediated;

dochiminh City’s Open University: E-Learning System Improvement MBIS_1_ Group 12 (6B)

> Vocational learners or workers with a strong motivation to improve their career development opportunities within a highly competitive environment, mainly interested in accessing knowledge and real-time assistance from their workplace, at the time and place that it is needed to complete certain tasks;

> Life-long learners, who access knowledge repositories mainly in non-formal settings (e.g., learning at home);

and,

> Occasional learners, who access learning material "on the fly", usually

without a clear learning plan and objective

Front-end users require efficient, effective, just-in-time and context-sensitive access to learning material and/or e-learning applications and services, anytime and anywhere, in a personalised way, according to their individual (and continuously changing) needs, requirements, preferences, skills, background, and

so on

Individuals or organisations interested in publishing learning material, or providing e-learning applications and services Back-end users may have different roles, business interests, and so on:

>» Authors and publishers, aiming to publish their learning material so that it can

be easily searched and retrieved by individual front-end users through e- learning applications and services;

> E-learning platform providers, mainly interested in developing and providing applications which exploit available learning material, such as jearning Management systems, assessment systems, knowledge management

systems, performance support systems, etc; and,

chiminh City’s Open University: E-Learning System Improvement MBIS_1_Group 12 (6B)

>» E-learning service providers, using their own or third party learning material and platforms, to provide e-learning broker services

Back-end users require tools that can enable them to meet the requirements of front-end users for on-demand, personalised learning within different e-learning and e-working settings Moreover, they require tools which can enable them to author and publish learning material and provide e-learning applications and services in an interoperable and re-usable way

questions, along with step-by-step instructions for performing specific tasks

These are usually moderately interactive, meaning that you can either type in

a key word or phrase to search the database, or make a selection from an alphabetical list

4 Online support

© Online support is also a form of e-learning and functions in a similar manner to

knowledge databases, Online support comes in the form of forums, chat rooms, online bulletin boards, e-mail, or live instant-messaging support Slightly more interactive than knowledge databases, online support offers the opportunity for more specific questions and answers, as well as more immediate answers

4 Synchronous

o Synchronous training is done in real-time with a live instructor facilitating the training Everyone logs in at a set time and can communicate directly with the instructor and with each other You can raise your cyber hand and even view the cyber whiteboard It lasts for a set amount of time from a single session

to several weeks, months or even years This type of training usually takes place via Internet Web sites, audio- or video-conferencing, Internet telephony,

or even two-way live broadcasts to students in a classroom

: Hochiminh City’s Open University: E-Learning System Improvement MBIS_1_ Group 12 (6B)

4 Asynchronous

o This is e-learning in the more traditional sense of the word It involves self-

paced learning, either CD-ROM-based, Network-based, Intranet-based or Internet-based It may include access to instructors through online bulletin boards, online discussion groups and e-mail Or, it may be totally self-

contained with links to reference materials in place of a live instructor

1.3.2 E - learning system: Technological Platform

* Before 1983: Teacher — Centered Learning Era

Before computer commonly used, “Teacher centered” method is mostly used in universitites/schools where learners can exchange information among teachers and others The typical character is low cost training

* From 1984 — 1993: Multimedia Era

Microsoft Windows 3.1, Macintosh, Powerpoint are basic technology in this era which intergrate sounds and photos using CBT (Computer — based training) via CD — ROMs or floppy disks 24/7 at anytime and anywhere However, teachers; guidance

is still very limited

* From 1994 — 2005: E-learning Era

x From 1994 — 1999; First wave

Once Web was invented, educational service provider initially made research in order to apply Web — based training via e — mail, CBT through intranet with text and simple pictures, slow motion pictures on large extent, using web browser Web-based training frequently includes interactive methods, such as bulletin boards, chat rooms, instant messaging, videoconferencing, and discussion threads WBT is usually a self-paced learning medium, however some systems allow for online testing and evaluation at specific times

x From 2000 — 2005: Second wave

Together with high techonology including JAVA (2 Aigh-level computer programming language that allows small application programs to be downloaded from a server to

2 Chent along with the data that each program processes), IP (Internet Protocol), Internet connectivity, Network Access Technology and high bandwith connection,

Hochiminh City's Open University: E-Learning System Improvement MBIS_1_Group 12 (6B)

Web design technology becomes a revolution in education Teachers, through

webcast, can online deliver a single content source (sounds, photos, slideshows)

and distribute it to many simultaneous listeners/viewers Web technology, day by day, has proven its effective impact on diversifying learning environment

+ Alearning object typically includes three components: a performance goal (what the learner will understand or be able to accomplish upon completion of the learning), the necessary learning content to reach that goal (such as text, video,

Hochiminh City’s Open University: E-Learning System Improvement MBIS_1_ Group 12 (6B)

illustration, bulleted slide, demo, task simulation), and some form of evaluation

to measure whether or not the goal was achieved

+ Using eLearning objects you can create small 'building-blocks'’ of learning content The main advantage of producing learning content in this way is the flexibility it offers Once a collection of objects has been produced these can be re-used in different combinations to construct different learning experiences

+ The processes of creating learning material can, at times, involve some technical knowledge, Re-using existing learning objects can eliminate this requirement and allow everyone to develop professional material with little effort

+ eLearning objects conform to international specifications and can contain resources including audio and video clips, images, Microsoft PowerPoint

presentations, Macromedia Flash and Director movies, Adobe Acrobat

documents and Qarbon Viewlets or SCORM (Shareable Content Resource Model)

+ With eLearning objects you can easily add glossaries, further information sections and indexes Once an object has been made, eLearning objects provides a browser based off-line viewer for testing To be reusable a learning object must be easily identified This process of describing an object is often called ‘tagging’ or adding 'meta-data’ eLearning objects allows the incorporation

of a range of 'meta-data’, at the object, page and individual resource level

+ Furthermore, the building of the contents of learning objects can be done with professional — Authoring or Courseware LO also contains megadata providing descriptive information and setting different level of permission to “sensitive” information (answer sheet, etc.)

* Learning Content Management System (LCMS)

% The focus of an LCMS is on learning content It gives authors, instructional designers, and subject matter experts the means to create e-learning content more efficiently The primary business problem an LCMS solves is to create just

ichiminh City’s Open University: E-Learning System Improvement MBIS_1_Group 12 (68)

enough content just in time to meet the needs of individual learners or groups of learners Rather than developing entire courses and adapting them to multiple audiences, instructional designers create reusable content chunks and make them available to course developers throughout the organization This eliminates duplicate development efforts and allows for the rapid assembly of customized content

* LCMSs (Learning Content Management System) and LMSs (Learning Management System) are not only distinct from one another, they also complement each other well When tightly integrated, information from the two systems can be exchanged, ultimately resulting in a richer learning experience for the user and a more comprehensive tool for the learning administrator An LMS can manage communities of users, allowing each of them to launch the appropriate objects stored and managed by the LCMS In delivering the content, the LCMS also bookmarks the individual learner’s progress, records test scores, and passes them back to the LMS for reporting purposes.”

Internet Explorer

So how are learning objects used to create content? An LCMS stores learning objects in a central repository for instructional designers to retrieve and assemble into personalized courses This benefits developers and learners because traditional courses tend to contain more content than any single learner can absorb or needs to absorb about a topic By breaking course content into learning objects and serving them up on an as needed basis, content developers can deliver just-in-time and just-enough learning The end result is increased productivity because employees aren‘t wasting time wading through irrelevant material

ochiminh City’s Open University: E-Learning System Improvement MBIS_1_Group 12 (6B)

While LCMS capabilities vary, key components include

> Learning object repository The learning object repository is a central database

in which learning content is stored and managed It’s from this point that individual learning objects are either dispensed to users individually or used as components to assemble larger learning modules or full courses, depending on individual learning needs The instructional output may be delivered via the Web, CD-ROM, or printed materials The same object may be used as many times and for as many purposes as is appropriate The integrity of the content is preserved regardless of the delivery platform XML serves this function by separating content from programming logic and code

Vv Automated authoring application This application is used to create the reusable learning objects that are accessible in the repository The application automates development by providing authors with templates and storyboarding capabilities that incorporate instructional design principles Using these templates, authors may develop an entire course by using existing learning objects in the repository, creating new learning objects, or using a combination of old and new objects Authors may be subject matter experts, instructional designers, media production artists, a community of practice leaders, and so forth The tool may also be used to rapidly convert libraries of an organization’s existing content, typically by adding media, customized interfaces, and instructional methodologies An author may reside within an organization or at an outsourced provider

>» Dynamic delivery interface To serve up a learning object based on learner

profiles, pretests, and/or user queries, a dynamic delivery interface is required This component also provides user tracking, links to related sources of

information, and multiple assessment types with user feedback This interface

may be customized for the organization using the LCMS For example, content

may be presented on Webpages emblazoned with the company logo and a look and feel designed to reflect the desired corporate image The look and feel may also be localized to the user's region

ochiminh City’s Open University: E-Learning System Improvement MBIS_1_Group 12 (6B)

>» Administrative application This application is used to manage learners’ records, launch e-learning courses from course catalogs, track and report the progress of learners, and provide other basic administrative functions This information can

be fed into an LMS designed with more robust administrative functionality

The downside of the LCMS proposition is that it takes a great deal of foresight, planning, and skill to design effective learning objects even when templates and examples are provided Designers must think in a non-linear fashion and have a fair

understanding of all the contexts in which an object might be needed or used For

example, if a learning object is taken out of context or presented with insufficient supporting information, it can do more harm than good Some courses, such as

those required for safety or certification programs, are required to cover a specific

set of topics in a certain order and should not be broken apart

To be sure, learning objects and LCMSs are a fixed part of the future, but they will likely always coexist with other forms of learning, such as mentoring, learning by doing, and instructor-led training

* Virtual classroom

Virtual classroom is considered and developed as an advanced form of distance

learning Published lectures, course materials, assignments for homework, online

conferencing or consultation and live chats as resources of a classroom Model of a classroom must include these resources At the same time, virtual classroom is demanded to offer the same services as a conventional classroom However, browseable teaching materials, links inserted for background information and other possibilities of an Internet based system facilitates introduction of much more services as a conventional classroom It includes:

o VoIP (Voice over IP)

o Video conference

o Shared desktop and direct response

o Classes under the combination of learning objects

o Hyberlinks with LMS & LCMS

> End — users interact with the virtual classes through users’ portal and services

chiminh City’s Open University: E-Learning System Improvement MBIS_1_Group 12 (6B)

In e — learning model, the training structure includes 4 components of which total or partial contents remitted to the learners through technology communications as follows:

1, CONTENT f¢raining content, lectures, learning objects are in the form of

multimedia technology (e.g CBT lectures are written by ToolbooklL, etc)

2 DISTRIBUTION /s made through efectronic means (e.g materials sent to

learners via mails, learners studying on website, CD - ROMs, etc.)

3 MANAGEMENT /s completed through electronic means (e.g online registration,

SMS attendants through Internet cannection.etc.)

4 CO-OPERATION information is exchanged through electronic means (é.g forum for discussion, chat,etc.)

fochiminh City’s Open University: E-Learning System Improvement MBIS_1_Group 12 (68)

3 Advantages / disadvantages of an E-learning system

3.1 Benefits from E - learning

* Learner Access - determining the best time to schedule a class and lure the student into the "brick and mortar" classroom is one of the major difficulties that besets traditional training programs Busy schedules and increased travel cause many people to cancel at the last minute - even if they desperately need the dass eLearning provides access to training for students when and where they need it

* Emphasizes Solutions and Learning Results - @ transformation is under way in today's workplaces, one in which "training" is giving way to "learning solutions." This transformation is based on the fact that in an eLearning environment, access to just-in-time information, advice and performance support are central

to learning The eLearning experience integrates learning with work in order to enhance performance in a dynamic, interactive and measurable way

* Cost Savings - a much-touted benefit of online learning is cost savings Thousands of dollars can be saved in travel and downtime alone by using eLearning Training materials can be updated for a fraction of the cost of revising materials distributed by other means Payback can be seen clearly over the near and long term

* Is Learner Focused - fechnology can personalize content and anticipate learner's future information learning needs It also can match content with each individual's tearning style, experience and skills Moreover, ‘earning is geared to the needs and interests of the individual learner and is integrated into virtually all aspects of the individual's work and life Finally, control of the learning process can shift from institutions to individuals, who assume greater responsibility for developing their skills and knowledge

* Is Measurable - powerful Learning Management System (LMS) features make the implementation, hosting, tracking, testing, auditing and administration of online courses a seamless process New means of assessing and certifying learning results replace traditional, clock-hour measures, providing secure and

fochiminh City’s Open University: E-Learning System Improvement MBIS_1_Group 12 (6B)

reliable systems for recording and capturing what an individual knows and is

able to do

* Same or Better Learning Outcomes - research has shown that training via online learning results in similar, if not better, learning outcomes Research from around the world has proven that online education methods achieve similar - if not superior - results when compared with traditional methods of teaching

* Faster Response Time - time sensitive training can be delivered faster than through traditional classroom methods By using communication technology to deliver training to multiple sites at the same time, elearning becomes a competitive advantage This helps accelerate development of new products, especially through a dispersed audience

* Better Use of "Experts" - an expert presenter or trainer can be used more cost effectively with elearning than through traditional classrooms Programs that require the presence of an expert (non-facilitative education) can send the expert's message to multiple sites simultaneously - saving time and money And the message is consistent for every delivery of the course

* Remediation and Practice - Participants who want more practice with a concept learned in a traditional training class can use a computer to simulate or perform exercises to improve their skills This model is also useful for remediation, helping correct deficiencies Using eLearning for these purposes promotes the concept of the learning organization of the future where employees will practice skills in "managerial practice fields" - as described in Peter Senge’s book, The Fifth Discipline - before actual application on the job

himinh City’s Open University: E-Learning System Improvement MBIS_1_Group 12 (6B)

The difference between e - learning and conventional classrooms

E - LEARNING CONVENTIONAL CLASSROOMS

* Reduced travel expenses x Travel expenses (airfare, meals,

lodging, parking, mileage, etc.)

* Time savings Lost time from office or customer

Printing and shipping costs for

* Electronically delivered support handouts and support materials materials

* Continuous access for one full year * Qne-time course

* Convenient * Difficult to schedule conveniently

* Self-paced, at students own speed * Specific timeframe according to

* Consistent each delivery instructors schedule

* Varying quality based on instructor

* Long-term retention style, mood and skill

* 10% retention over 2-3 days

* Remediation and practice available beyond instruction any time * May have hard copy materials to

* Focus on and learn what is important review

to student and skip unnecessary * Student taught all information and information at the same level as rest of the

class favironment %* Controllable physical factors don't * Physical environment critical to the |

lighting, comfort, acoustics, group size, trainer competence, and learner preparedness)

* Technology is key environmental * Location is key environmental

easures * Can track progress, report and * Not available

measure course effectiveness

* Testing with automatic grading and * Not available or done manuall

Hochiminh City’s Open University: E-Learning System Improvement MBIS_1 Group 12 (6B)

gn * Get the design right, and you'll

engage learners Get it wrong, and

you'll alienate them

More opportunities for learners to communicate

More opportunities to empower

learners eLearners manage their own

environment

* Structured classroom course around learning mades (lectures, exercises, discussions, role-plays, group sessions, tests)

* Less opportunities for learners to

communicate

* Learners cannot learn in their preferred styles

* Classroom is controllable by instructor

3.3 Should we apply e - learning model?

Before making final decision on cost and benefits of applying the system, we should take into considerations the viewpoints from 2 involving parties: the training centers or organizations and the learners/students If both sides agreed that e — learning gets more advantages than its disadvantages, we should apply this effective model

liminh City’s Open University: E-Learning System Improvement MBIS_1_Group 12 (6B)

FTo training centers or training organizations

Reduced overall cost is the single most

influential factor in adopting e-learning The

elimination of costs associated with

instructor's salaries, meeting room rentals,

and student travel, lodging, and meals are

directly quantifiable The reduction of time

spent away from the job by employees may

be the most positive offshoot

Per-student equipment costs are

affordable Almost any computer today

equipped with a modem and free browser

software can access the Internet or a

private Intranet The cost of setup is

relatively low

Learning times reduced ~ an average of

40% to 60%

Increased retention and application to the

job averages an increase of 25% over

traditional methods

Consistent delivery of content is possible

with asynchronous, self-paced e-learning

Expert knowledge is communicated, but

more importantly captured, with good e-

learning and knowledge management

systems

Proof of completion and certification,

essential elements of training initiatives, can

Up-front investment required of an e-

learning solution is larger due to

will need to be negotiated

|

|

development costs Budgets and cash flows |

|

Technology issues that play a factor |

include whether the existing technology | infrastructure can accomplish the training | goals, whether additional tech expenditures | can be justified, and whether compatibility Ì

of all software and hardware can be] achieved

Inappropriate content for e-learning may

exist according to some experts, though are

limited in number Even the acquisition of 4

skills that involve complex physical/motor or emotional components (for example, juggling or mediation) can be augmented with e-learning

Cultural acceptance is an issue in

organizations where student demographics

and psychographics may predispose them against using computers at all, tet alone for

e-learning

Hochiminh City’s Open University: E-Learning System Improvement MBIS_1_Group 12 (6B)

On-demand availability enables students

to complete training conveniently at off-

hours or from home

x Access is available anytime, anywhere,

around the globe

Students always have access to a

potentially huge library of training and

information whether they are working

from home, in the office, or from a hotel

room As cellular modems become more

popular, students will even be able to

access training in a place that doesn't

have a traditional phone line or network

connection

x Selfpacing for slow or quick learners

reduces stress and increases satisfaction

x Interactivity engages users, pushing them

rather than pulling them through training

x Confidence that refresher or quick

reference materials are available reduces

burden of responsibility of mastery

Technology issues of the leamers are | most commonly technophobia and| unavailability of required technologies Portability of training has become a| strength of e-learning with the proliferation of network linking points, § notebook computers, PDAs, and mobile phones, but still does not rival that of printed workbooks or reference material

Reduced social and cultural interaction can be a drawback The impersonality, suppression mechanisms such as body language, and Ï of communication

elimination of peer-to-peer learning that § are part of this potential disadvantage are } lessening with advances ing

communications technologies

The advantages and disadvantages of e-learning vary depending on program goals, target audience and organizational infrastructure and culture But it is unarguable that e-learning is rapidly growing as form of training delivery and most are finding that the clear benefits to e- learning will guarantee it a role in their overall learning strategy

Hochiminh City’s Open University: E-Learning System Improvement MBIS_1_Group 12 (6B)

3.4 E-learning and other teaching model

The teaching model in 21* centry has been predicted to include 3 following approaches: Traditional training, Distance Training with ISDN/IP & & Distance Training via E — learning It depends on the content of the training model and financial capacity that organizations will implement appropriate approaches

Traditional High requirements, Few & face to face learning

complexity, practices, direct at schools/ universities information exchange

Distance learning via | Moderate Many & at remote areas

| Satellite/ISDN/IP

Distance learning with E -|Low and average through | Numorous at any time and

4 Application of E-learning system

4.1 Current implementation of E-learning systems in the world, especially at

universities

Nearly 3 million students are believed to be taking online classes at institutions of higher education in the United States this year, according to a report from the Sloan Consortium, an authoritative source of information about online higher education The explosive rate of growth now about 25 percent a year has made hard numbers a moving target But according to Sloan, virtually all public higher education institutions, as well as a vast majority of private, for-profit institutions, now offer online classes (By contrast, only about half of private,

nonprofit schools offer them.) Sloan tracks degree-granting institutions, but no

one's keeping tabs on the thousands of corporate and vocational e-learning

programs

Because there exists an ever-increasing range of information and communications technologies (ICT) the range of options that facilitate learning is likewise increasing Participants in learning already have many choices in terms of how

Hochiminh City’s Open University: E-Learning System Improvement MBIS_1_Group 12 (6B)

they engage with ICT, and encounter ICT across a full range of activities in work and leisure

An increasing proportion of learners are ‘digital natives’ whose thought processes, socialization and engagement with ICT differs radically from that of previous generations Google queries; ad hoc surfing of the Web; numerous messaging and interaction technologies (email, web-forums, and real-time chat); personal weblogs; collaborative websites such as wikis; research tools that enable the classification and clustering of queried results on the fiy; purchase of goods and services, sophisticated virtual reality and simulation environments; gaming and role-play applications are not only the daily experience and key methods of interaction for the digital native, but they are both the normal expectation and historical experience

Moreover, there is an increasing range of user interfaces, physical devices and supporting infrastructure that facilitate this engagement

Rarely are technologies used in e-learning developed specifically for the learning community ICT developments are harnessed to support learning E-learning applications vary in scale and purpose and encompass a full range of engagement

points from purpose built ‘learning management systems’ or ‘virtual learning

environments’ that are structured around course delivery to short, just in time targeted, single purpose learning experiences, delivered in context and developed for example in Flash or Java

4,2, Future implementation of E - learning systems in the world

History shows that the role of new technology is often overestimated When the motion picture was a “new technology”, there were also great expectations for how it could be used in education In 1922 Thomas Edison declared:

'T believe that the motion picture is destined to revolutionize our educational system and in

a few years the motion picture will supplant largely, if not entirely, the use of textbooks.” What will actually happen in the future

Porter (1997) predicts that full time students in the future will study much like they

do today, on location on the campus But the traditional academic institutions will change There will be a bigger competition between the educational institutions as

a lot of courses will be available for everyone, regardless of where the students

Hochiminh City’s Open University: E-Learning System Improvement MBIS_1_ Group 12 (6B)

are geographically This competition will create more cooperation between schools,

universities, and companies to make the courses better, more innovative, and

more competitive

Even though it is possible today to offer online courses where everything is

available for the students on the Internet, the role of the teacher is still important

Technology is still only a channel for distributing content and communication The

content still needs to be created by a teacher and a teacher still needs to tutor the

students during the course and evaluate their results Good teachers are still

needed in online and distance courses now and in the future (Burnett, 1999)

Fontaine and Fuchs (2000) claim that a lot of the distance online courses offered

today still copy the settings and methods in traditional courses Today the students often read lectures from the computer screen and get the same types of tasks as

in traditional courses A lot of the new possibilities offered by technology are still only used for creating colourful and playful textbooks on the web

* Mobility

Along with the introduction of new mobile devices, ideas for how they can be used for learning have also been developed Mobile learning (m-learning) was introduced as a concept a few years ago, and the expectations were great M- learning was going to revolutionise learning, as it would make it possible to study anywhere at any time M-learning is however no big hit yet, but it will probably be

an important complement in the future PDAs or smart phones are perfect for

reference information and for learning small chunks of content For example,

medical students can use PDAs to get medical information during their practice period, instead of consulting bulky, printed books that might not be accessible at the location

According to Savill-Smith and Kent (2003) research shows that the main reasons given for using PDAs for learning, are that they assist students’ motivation, help organisational skills, encourage a sense of responsibility, help both independent and collaborative learning, act as reference tools, and can be used to help track students’ progress and for assessment The relatively low cost of PDAs makes it

tochiminh City’s Open University: E-Learning System Improvement MBIS_1_Group 12 (6B)

feasible to provide every student with a personal machine A disadvantage of PDAs

is that they have less functionality than laptop computers

Wireless broadband Internet access is becoming more common via WLAN

networks Today these can be found in hotels, airports and even city-wide in many cities These networks make it possible to get a broadband Internet connection (currently up to 54 Mbps) anywhere in range of the network This enables people

to use their extra waiting time at the airport for learning with the help of a laptop computer and a subscription for the available WLAN network WLAN is now being integrated into a wider range of laptop computers and PDAs, which will increase the possibilities for m-learning

* Interactive television

The arrival of interactive television has the potential to expand the power of the medium by delivering interactive learning into the homes (Masthoff & Pemberton, 2003) Many people think that interactive TV will be the next big e-learning trend and a new term has also been introduced for this; t-learning The term t-learning stands for televisual learning, which according to Antwere and Bates (2003) is:

“earning with interactive TV or similar screen based device with video-rich content delivered via one or a number of different platforms (satellite, cable, digital terrestrial) but not primarily learning with a personal computer as it is recognised today.” T-learning depends on reliable, easy-to-use consumer devices using standard hardware, software and networking infrastructures

Interactive television (iTV) is a two-way interactive service provided through digital television, giving audiences greater choice and control of their viewing experience With iTV the viewer will (or can) become an active user, who can interact with TV and do tasks we are used to doing on computers by using different software applications that can be downloaded through the TV network [www] Interactive digital TV is basically a hybrid between television and a computer Most countries have already started digitalising their TV networks, but the introduction of the technology among consumers has been a lot slower than expected Most

governments have already set dates for when the analogue TV networks will be

ochiminh City’s Open University: E-Learning System Improvement MBIS_1_Group 12 (6B)