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The Strategic Management of E-Learning Support

Findings from American Research Universities
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Franziska Zellweger MoserA slightly abbreviated version (332 pages) of my dissertation is published in November in the book series "Medien in der Wissenschaft".
Von Franziska Zellweger Moser in der Dissertation The Strategic Management of E-Learning Support (2007)
In this study, e-learning support strategies of three innovative American research universities are investigated. The findings from over 50 interviews are presented in form of detailed qualitative case studies. On the basis of a comparative analysis recommendations are formulated on how structural and cultural conditions for e-learning support may be derived in order to effectively reach out to the faculty. The necessity of adequate strategic management practice on different levels is illustrated. This study was motivated by the current e-learning developments in German-speaking Europe. Hence, the potential and the limitations of a transfer of the study findings to the Swiss context is thoroughly considered.
Von Klappentext in der Dissertation The Strategic Management of E-Learning Support (2007)
Franziska Zellweger MoserSwiss higher education institutions have widely experimented with eLearning. However, sustainable integration proved to be more difficult than anticipated. The lack of a coordinated and strategic approach was presumed to be one of the core problems.
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.
Von Franziska Zellweger Moser in der Dissertation The Strategic Management of E-Learning Support (2007)
Sabine SeufertThe starting point and motivation of Zellweger's research study is the current situation at Swiss higher education institutions in terms of implementing eLearning. The lack of a coordinated and strategic approach was presumed one of the core problems. According to the author, educational technology can pose both a threat and an opportunity in a rapidly changing environment. This environment requires that HEIs pose questions regarding the eLearning environment and find answers toward its integration to current university conditions – that is the main challenge of Zellweger's study and at the same her dissertation.
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:
  1. What are the elements of an adequate eLearning business model for a higher education institution?
  2. What challenges do higher education institutions face toward implementing strategic considerations regarding eLearning?
  3. What is the relevance of the findings from the American context for Swiss higher education institutions?
Since a number of American universities adopted eLearning much earlier than Swiss institutions, the author focused on the goal to investigate some of these initiatives in-depth. Therefore, elearning support strategies of three innovative American Universities are investigated: Massachusetts Institute of Technology, Northeastern University and Tufts University. On the basis of a comparative analysis recommendations are formulated on how structural and cultural conditions for elearning support may be derived in order to effectively reach out the faculty. Adequate strategic management practice on different levels is a conceptual helpful tool as well as convincingly illustrated in her thesis. A strategy should be developped and implemented at the following three levels:
  • University Strategy (content: mission),
  • eLearning Strategy (content: Business Model, eLearning specific issues)
  • eLearning Support Strategy (content: Business Model, eLearning support specific issues)
The process within the three strategic levels is alsways focused on initiation, working mode and outcome.
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
Von Sabine Seufert, erfasst im Biblionetz am 08.02.2007

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Personen
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

Begriffe
KB IB clear
Bibliotheklibrary, Bologna-Reform, E-LearningE-Learning, ETH Zürich, EuropaEurope, Geschäftsmodellbusiness model, Globalisierungglobalization, ICTICT, Innovationinnovation, knowledge workerknowledge worker, Lebenslanges Lernenlifelong learning, Managementmanagement, MIT, SchweizSwitzerland, Simulation, St. Galler Modell, Support, Universität St. Gallen, USA, Virtueller Campus Schweiz (VCS), WBT (Web Based Training)Web Based Training
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Bücher
Jahr UmschlagTitelAbrufeIBOBKBLB
   The Horizon Report 2005 (Laurence F. Johnson, Rachel S. Smith) 1100
1962   Diffusion of Innovations (E. M Rogers) 4, 1, 4, 8, 2, 3, 6, 3, 7, 1, 5, 847118354
1992Process Innovation (Thomas H. Davenport) 2, 1, 3, 2, 1, 3, 2, 4, 2, 1, 2, 3353356
1996Prozessmanagement als Kernkompetenz (Margit Osterloh, Jetta Frost) 5000
1999Managing Technological Change (A. W. Bates) 1, 1, 2, 2, 1, 1, 1, 2, 1, 1, 2, 81378527
2000Computers as Mindtools for Schools (David H. Jonassen) 2, 3, 4, 3, 1, 4, 2, 1, 3, 4, 4, 61736665
2000E-Moderating (Gilly Salmon) 3, 3, 2, 1, 4, 1, 2, 1, 2, 2, 5, 62526840
2001Virtueller Campus Personenreihenfolge alphabetisch und evtl. nicht korrekt (M. Kindt, Erwin Wagner) 2, 3, 1, 2, 1, 1, 3, 2, 1, 2, 3, 4574454
2001   Oversold and Underused (Larry Cuban) 1, 5, 2, 5, 3, 5, 2, 6, 6, 3, 4, 10557101221
2002Campus 2002 Personenreihenfolge alphabetisch und evtl. nicht korrekt (Gudrun Bachmann, O. Haefeli, M. Kindt) 5, 1, 4, 4, 1, 1, 4, 3, 5, 3, 4, 8273181408
2002   Handbuch E-Learning (Andreas Hohenstein, Karl Wilbers) 23, 24, 10, 24, 19, 23, 24, 16, 17, 22, 18, 481844014812682
2002Selbstlernen mit neuen Medien didaktisch gestalten (Dieter Euler, Karl Wilbers) 4, 1, 1, 2, 4, 1, 5, 1, 2, 4, 4, 811381206
2003    Nachhaltigkeit von eLearning-Innovationen (SCIL-Arbeitsbericht I) (Sabine Seufert, Dieter Euler) 4, 5, 2, 6, 2, 2, 2, 3, 4, 1, 2, 4132041495
2004    Supportstrukturen zur Förderung einer innovativen eLearning-Organisation an Hochschulen (Ingrid Schönwald, Dieter Euler, Sabine Seufert) 4, 2, 1, 1, 1, 2, 2, 1, 1, 1, 4, 27122741
2004  E-Learning in Hochschulen und Bildungszentren (Dieter Euler, Sabine Seufert) 1, 4, 6, 9, 6, 7, 9, 6, 8, 9, 5, 2254180222414
2005    Educating the Net Generation (Diana G. Oblinger, James L. Oblinger) 5, 3, 3, 3, 4, 3, 3, 4, 4, 5, 2, 634136866
2005    Nachhaltigkeit von eLearning-Innovationen (Sabine Seufert, Dieter Euler) 1, 4, 2, 3, 3, 3, 1, 1, 3, 2, 3, 810278597
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Texte
Jahr UmschlagTitelAbrufeIBOBKBLB
1992    Information Technology Diffusion (Robert G. Fichman) 2, 1, 3, 1, 1, 1, 3, 1, 1, 1, 1, 2342157
1997    The Crisis in Information Technology Support (Polley A. McClure, John W. Smith, Toby D. Sitko) 2, 2, 1, 5, 2, 1, 1, 1, 2, 3, 1, 2122187
1998    Technology’s Impact on Faculty Life and Work (Roger G. Baldwin) 3, 1, 1, 3, 2, 1, 3, 3, 2, 1, 1, 2122121
2000    Technology Infusion and Higher Education (John W. Miller, Leonard P. Martineau, Robert C. Clark) 1, 3, 2, 2, 2, 1, 1, 1, 1, 1, 3, 1231201
2001Zur (In-) Kompatibilität von mediengestützter Lehre und Hochschulstrukturen (Michael Kerres) 5200
2001    Interesting Practices and Best Systems in Faculty Engagement and Support (Paul R. Hagner) 3100
2002E-Learning auf strategische Ziele ausrichten (Urs Gröhbiel) 7100
2002   Hard- und Softwareinfrastruktur für E-Learning auswählen (Sabine Seufert) 2, 1, 2, 1, 1, 2, 2, 2, 2, 2, 2, 622261089
2004Gestaltung des eLearning-Projektmanagements an Hochschulen (Ingrid Schönwald) 1, 2, 3, 1, 1, 1, 4, 2, 2, 3, 3, 83168639
2004Kriterien didaktischer Qualität im E-Learning zur Sicherung der Akzeptanz und Nachhaltigkeit (Rolf Schulmeister) 5, 2, 3, 4, 1, 3, 2, 3, 4, 2, 2, 632361049
2004Gestaltung von E-Learning-Portalen als integraler Bestandteil der Hochschulentwicklung Personenreihenfolge alphabetisch und evtl. nicht korrekt (Gudrun Bachmann, M. Dittler) 3000
2004Kategorisierungen als Ausgangspunkt der Gestaltung innovativer eLearning Szenarien (Jasmina Hasanbegovic) 1, 1, 1, 1, 3, 1, 1, 1, 2, 1, 1, 2302115
2005    Is It Age or IT (Diana G. Oblinger, James L. Oblinger) 13900

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The Strategic Management of E-Learning SupportE--120079783830917328SwissbibWorldcatBestellen bei Amazon.deBuy it now!Bestellen bei ebook.de

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