An Investigation into Best Practices for e-learning Implementation in Higher EducationLatefa Bin Fryanlatefa.fryan@brunel.ac.uk0Lampros Stergioulaslampros.stergioulas@brunel.ac.uk0School of Information System, Computing and Mathematics Brunel University
,
West LondonUK2029
e-Learning has become an inevitable part of the modern education system, which deserves attention and investigation. This research aims to build a framework for best practice-in-context in the use and implementation of elearning tools, technology and systems in higher education (HE). The main contribution of this research is to provide a comprehensive framework that will potentially lead to the successful implementations of e-learning in HE. This paper reports on the limitations of existing frameworks and provides an overview of the research.
With computers and Internet becoming an integral part of HE [
11
], the importance of
e-learning cannot be denied as it enables a connected environment that supports
learning and provides many opportunities for diverse ways of learning, for example,
through emerging social learning approaches [
23
]. Due to the potential that e-learning
has, a growing trend in the number of publications in this area has been observed in
the literature. Noticeably, there has been a growing trend in the appearance of
elearning publications from 2000 to 2008 [
14
]. Literature indicates a shift from
elearning adoption to e-learning implementation [
14
]. Further research is needed on
investigating the processes that enable integration of various elements of e-learning
and on identifying aspects of good practice [
27
]. These elements may involve various
tools, technologies and methods adopted by e-learning in general or best practice [
22
],
Critical Success Factors (CSFs) and methodological steps that can lead to a
framework or process model for a successful e-learning implementation. For this PhD
thesis, a ‘methodological step’ is a task that is needed to be performed in a specific phase
of the e-learning implementation process. Moreover, the need and importance of
developing a practical framework for identifying, evaluating, highlighting and
promoting best practices in e-learning [35- 11] is highlighted by the failure rate in e-learning
experiments worldwide [
35
]. It is imperative to investigate the best practice of
elearning implementation and develop a framework that serves as a process model.
This will facilitate the process of implementation e-learning tools, technologies and
systems. .
2
Research Question and Aim
In consideration of the above-mentioned challenges, our research question is defined
as follows: What are the main phases, methodological steps and factors in the
successful implementation of e-learning tools, technologies and systems in HE?
In addressing this research question, the aim of this research is to ‘build a framework
for the best-practice-in-context in the use and implementation of e-learning tools,
technologies and systems in HE’ considering two perspectives: firstly, the student’s
perspective (i.e. the student’s approach to the implementation of e-learning, such as
learner’s usage of new technology and learner’s technical competency); and secondly,
the education provider’s or teaching staff’s perspective (i.e. the instructor’s approach
to the implementation of e-learning such as instructor’s usage of an e-learning system
and sharing practices).The proposed framework will cover different levels of
elearning implementation, including technological, pedagogical and organizational.
For this purpose, this research investigates the strategic planning process of e-learning
implementation and proposes a framework with multiple phases and methodological
steps where each step or phase of implementation is detailed through considering
various CSFs, tools and technologies that are important in forming a comprehensive
framework for the entire process of the implementation. This research has included a
broad range of university types, encompassing open universities and more traditional
ones. The proposed framework aims to help improve the planning of implementation,
the application of planning, and the platforms and tools being chosen; therefore, it can
be considered as a guideline for HE institutions seeking to implement e-learning
system successfully.
3
Backgrounds and State-of-the-Art
A wide range of conceptualizations is included in term Electronic Learning or
elearning [
26
]; therefore, several definitions of e-learning occur in the literature. We
choose this simple definition: e-learning is learning that is facilitated and supported
through the use of information and communications technology [28-9-1]. With
computers and the Internet becoming an integral part of HE [
11
], the importance of
elearning cannot be denied. It enables connectivity between people and information,
and creates opportunities for various social learning approaches [29-23]. In 2000, it
was estimated that globally there were 79.3 million students in HE. By 2012, this had
reached over 150 million and some predictions are that this will reach 300 million
students by 2025 [19]. This inflation in student numbers in HE needs a system that is
able to accommodate such huge numbers with different needs. It is technology that
will ultimately be the most radical change for HE [29-6]. The world needs greater
access to quality HE [19], and a good e-learning system can facilitate this.
A strategic planning process (or framework) is an integral part of implementing an
e-learning system successfully [20-11-9]. In order to fully benefit from an e-learning
system, the education providers have to face the challenge of building new strategies
for learning and teaching while considering the requirements from all stakeholders in
the education sector [2-23-9]. The importance of a framework to ensure successful
elearning implementation is well recognized.
Literature reports that several studies have been conducted for the implementation
of e-learning listing many CSFs and frameworks. More than fourteen frameworks and
models for e-learning have been investigated and critically analysed as part of this
research [20-7-15-24-36-17-12-21-13-34-33-18]. However, existing frameworks are
not comprehensive. This study also reports on the limitations of existing frameworks,
such as considering a few CSFs at the design and implementation phases [
7
], with
some other Model trying to consider the entire online learning environment [
24
],
while some frameworks focus more on Learning Methodology [
17
]. Moreover, some
models focus on only one or on limited phases of the entire implementation process,
such as Course Design [
31
]. Furthermore, the EU ICOPER project developed an IRM
(ICOPER Reference Model) for HE based on outcomes. This sought to ameliorate the
inter-adaptability of education models at various levels. This model describes the
main areas of development for HE learning based on outcomes against the
background of Shareable Educational Resources or Open Education Resources (OER)
[
32
]. Some institution such as the Department for Education set a common inspection
framework with seven questions related to e-learning management, e-learning
teaching, learning and training and e-learning supporting learning. However, detailed
guidelines or practical frameworks for the implementation process of an e-learning
system are still missing, although this kind of question or checklist could be helpful.
Due to the lack of research into this area, further research is needed for investigating
best practices for e-learning tools, technologies and systems implementation.
Identifying such elements would lead to the successful implementation. The research
conducted in this thesis focuses on identifying all the important elements of such a
comprehensive framework, including CSFs from the stakeholders’ perspectives (including
students and education providers), methodological steps, tools, technologies and
methods.
In order to formalize a framework for e-learning implementation, it is useful to
look into the best practices that are already in place. Bruck [
3
] suggests that best
practices are outstanding examples of how ICT can nurture lifelong learning, integrate
new learning methods in traditional education and facilitate the participation of
citizens in information society applications by moving beyond past limitations. The
literature shows some of the best practices in e-learning [
3-35
]. For this research, 18 of
the best e-learning projects globally in the category of education were analyzed,
highlighting their key features. E-learning system designers must decide which of the
numerous available features should be implemented to suit specific target groups and
assist them and maintain their satisfaction level [
16
].
Research Methodologies
The research gap is identified in order to highlight the importance of this research
introducing the need for developing an intensive framework, which can work as a
guideline for HE. In order to build this framework, it is imperative to conduct an
indepth investigation into current state-of-the art tools, technologies and methods used
in various types of e-learning systems as well as look into the best practices of
elearning systems, highlighting their features and benefits. Consequently, using all
these, it is possible to build a framework for the best-practice-in-context in the use
and implementation of e-learning tools, technologies and systems in HE. Extensive
research is conducted on the literature through article-by-article investigations in a
number of academic journals, conference proceedings and other publications.
Computer databases are also used to identify additional article, books and book chapters
relevant to the topic. Articles published from 2000 to the end of 2012 are included in
the search. Moreover, considering best-practice projects will help to make the
proposed framework more robust.
The chosen research methodology approach is ‘qualitative positivism’. The research
methodology is Case Study research. For the purpose of this research, the researcher
conducted a number of different case studies: European universities – EU level (first
case study); UK universities – national level (second case study) – both in association
with the TEL-Map Project – as well as a third case study at local institution level on
the implementation/adoption of the new Learning Management System (LMS). These
locality scales for the case studies adopted in this research provides more confidence,
and a kind of cross-validation across different scales, which will further corroborate
and strengthen the results of this research. Multiple case studies enable the researcher
to relate differences in context to constants in processes and outcomes [
4
]. According
to Miles and Huberman [
25
], multiple case studies can enhance generalizability and
deepen understanding and explanation.
The data collection method was multi-method qualitative studies (as shown in the
research design – see Appendix A, Figure 2), the data was collected using various
methods; interviews, questionnaires, observation and document analysis as shown in
Figure 1.
Case Study (1)
EU Level
Case Study (2)
UK Level
The use of multiple data collection methods makes triangulation possible, and this
provides stronger substantiation of theory [
10
]. Triangulation is a process that aims at
corroborating the same phenomenon by using different data sources. Thus, any
finding or conclusion made from the case studies is likely to be more convincing and
accurate if it is based on several different sources of information [
37
].
This case study is an online questionnaire examines 26 e-learning EU collaborative
projects lead by universities. The reason for choosing this case study is that it is a
typical instance of providing an overview of the current state of the art of e-learning
projects in universities across the EU. They are large-scale and important examples of
the implementation of e-learning in HE in a the greatest international level possible.
We sought participation from coordinators of these projects or people working
directly in coordination-related tasks.
This provided the researcher with in-depth detail of the research topic and helped
narrow its scope. Six interviewees from different UK universities were interviewed.
The interviewees were decision makers, technical support staff and instructors
(academics). All were universities that are known to be engaged with e-learning activities
and applying e-learning technologies. The reason for choosing this case study is that
it was an effective way to provide an overview of the current state of the art of
elearning projects in UK universities at a national level.
4.3
Case Study 3 (Local Level, London)
It was conducted with a London university, which was in the process of upgrading
its LMS to a new system. The aim was to obtain a rich, detailed insight into the
implementation of the new LMS with complex relationships and processes. The reason
for choosing this case study is that it was a unique opportunity for the researcher to
observe and investigate the entire process of implementation/adoption of a new LMS
system. This case study targeted the staff and the students (covering two crucial
perspectives of e-learning), as well as the LMS implementation team members.
All the qualitative data collected (via questionnaires, interviews and observations)
will be analysed qualitatively – it will be summarised, and grouped (categorised) or
restructured as a narrative to support meaningful analysis [
30
]. Qualitative data can be
analysed through the creation of a conceptual framework that can be formulated
before, during or after data collection, as suggested by Saunders et al. [
30
]. We follow
the same approach by creating a conceptual framework for e-learning implementation
in HE. Coffey and Atkinson [
5
] suggest that coding makes it possible for the data to
be analysed by creating categories, and for ideas and theories to be developed. In this
study, we analysed responses from interviews and questionnaires in order to identify
key themes, and performed data clustering in order to identify similar or contrasting
patterns.
5
Progresses and Results Achieved
The research conducted in this thesis focuses on identifying all the salient elements of
such a comprehensive framework, including CSFs from multiple perspectives
(including students and education providers), phases of implementation or methodological
steps, tools, technologies and methods. The purpose was to identify apparent
relationships among phases, methodological steps and CSFs. The literature review analysis
contains the mapping of e-learning implementation phases with respective
methodological steps and CSFs, which can be used as a basis for the proposed framework, and
this is one of the main contributions of the literature review analysis. The analysis
results have been sorted and mapped. Furthermore, it is worth mentioning that the two
terms (methodological steps and phases) are ambiguously used in the literature and
are not clearly distinguished. Moreover, some implementation phases are not
explicitly identified in the literature and, thus, were added by the researcher as a contribution
of this research. An initial generic structure framework for e-learning system
implementation was built based on this analysis.
For Case Study 1 (EU Level), online survey questionnaires were analysed. Findings
from the case study illustrate that 87.5 % of the 26 projects are focusing on the
education sector, and universities are the target adopters for 41.7% of projects. Results of
this case study will feed into our framework by contributing to the key elements
(phases, methodological step, methods, technologies, Obstructive and supportive
factors). These results led the researcher to the second phase of this research through
narrowing the scope only to universities, and to only one EU country, which is the
UK.
For Case Study 2 (UK Level) and Case Study 3 (Local Level), the data were
transcribed in preparation for analysed.
Currently, the researcher is in the process of analysing the data collected from all
three case studies and results will be published in the near future. The data will be
analysed, and a method will be devised to link all these datasets to eventually build
our proposed framework.
6
Conclusion
This research has considered multiple stakeholder perspectives and has collected a
complete set of data using different techniques. The main research contribution is a
framework that is comprehensive enough to be used for improving the planning and
execution of e-learning implementation. Thus, the research aims to cover a broad
range of e-learning applications in the HE sector.
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