Web Based Learning

A guide to Implementing Web Based Learning

A Roadmap the implementation of Web Based Learning

Overview
The purpose of this guide is to provide a road map for the implementation of web based learning, this will include processes, resources and the stakeholders involved. Each stakeholders role will be explicitly defined within the roadmap to implementation.

Web based learning can be defined as the use of computer and Internet technologies to deliver a broad array of solutions to enable learning and improve performance.

Why Web based Learning

Many organizations and institutions are using online learning because it can be as effective as traditional training at a lower cost. Developing e-learning is more expensive than preparing classroom materials and training the trainers, especially if multimedia or highly interactive methods are used. However, delivery costs for e-learning (including costs of web servers and technical support) are considerably lower than those for classroom facilities, instructor time, participants travel and job time lost to attend classroom sessions. Moreover, e-learning reaches a wider target audience by engaging learners who have difficulty attending conventional classroom training because they are: geographically dispersed with limited time and/or resources to travel; busy with work or family commitments which do not allow them to attend courses on specific dates with a fixed schedule; located in conflict and post-conflict areas and restricted in their mobility because of security reasons; limited from participating in classroom sessions because of cultural or religious beliefs; Facing difficulties with real-time communication (e.g. foreign language learners or very shy learners).

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This guide was authored by: Barbara Khavugwi Makhaya, eLearning Systems Support Specialist, Maseno University eCampus bkmakhaya@gmail.com +254726717162

E-learning can offer effective instructional methods, such as practicing with associated feedback, combining collaboration activities with self-paced study, personalizing learning paths based on learners needs and using simulation and games. Further, all learners receive the same quality of instruction because there is no dependence on a specific instructor

The Road Map

For the successful implementation of web based learning, the instituion should check on the following core requirements Questions Connectivity Will the IT infrastructure guarantee the implementation to happen in acceptable Conditions? Are all the stakeholders armed with the necessary skills? Answers Set up the VLE Sufficient Number of computers for the personnel(Course Lecturers) Stable and reliable Internet The content developers should be trained on online content development and delivery The students should be oriented to online learning The System administration tem should be trained on managing the users and courses on the VLE Mobilize the stakeholders for the implementation of Online Learning Align the institutions policies to accommodate online learning as a mode of delivery. Stake Holder The IT manager and his team Administration

Competences

The Content developers The IT manager and his team Administrators Online Learners

Culture

Are the stakeholders eager to participate in Web based Learning? Are the management processes aligned to accommodate online learning?

The Administrators

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This guide was authored by: Barbara Khavugwi Makhaya, eLearning Systems Support Specialist, Maseno University eCampus bkmakhaya@gmail.com +254726717162

The Stakeholders
Participation in the implementation of web based learning requires capabilities in various areas, these include: 1. HR/ Capacity development Manager: To organize for the training of the personnel involved in the process of implementing various aspects of the web based system i.e. Lecturers, technical team, management/ administrators and the online students. 2. Instructional designers (IDs): Responsible for the overall instructional strategy, they work closely with course developers in developing an instructional strategy that works for the course being developed for online delivery. 3. Subject matter experts (SMEs): SMEs contribute the knowledge and information required for a particular course. They Collaborate with IDs to design a course and define evaluation strategies. 4. Web developers and media editors: develop media and interactive components for the courses and adapt the Interface of a learning platform (e.g. Moodle) 5. Course administrators, online facilitators and tutors: Course administrators manage learners subscriptions. Online tutors and facilitators support participants learning activities and motivate learners during the course. They create an environment that inspires participants confidence in the learning process, assure the flow of information among the different stakeholders, motivate participation and facilitate and mediate participants exchanges. 6.Technical support specialists: Technical support specialists usually are required to assist both producers and users of e-Learning courses at every stage of the process. They also provide Learner support Services.

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This guide was authored by: Barbara Khavugwi Makhaya, eLearning Systems Support Specialist, Maseno University eCampus bkmakhaya@gmail.com +254726717162

Figure 1: Areas of responsibility for key roles in the ADDIE process

The Processes (Analysis, Design and Development) Ad

A series of activities are required prior to implementing web based learning, the following is a description of these activities

Analysis

Design
Stakeholder Analysis (Available skills and the training needs) Situational Analysis: o Technical analysis o Financial Analysis (The cost of implementation) o Culture Analysis (factors in the enabling
environment: policy and legislative frameworks, rules and norms internal to an organization and political will)

Technology: Technology is needed both to create elearning materials and make it accessible to Learners. Set up the LMS or other type of learning platform to track and administer learners activities and manage elearning content. Capacity development: Organize to train all stake holders Instructional and Delivery Strategy: Develop a framework to guide the SME and ID on how to develop online courses and how to deliver the courses to the learners

Development
Develop the Content and put it up on the LMS Review the content to ensure that it is of the required quality (SME peer review process)

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This guide was authored by: Barbara Khavugwi Makhaya, eLearning Systems Support Specialist, Maseno University eCampus bkmakhaya@gmail.com +254726717162

The Processes (Implementation) Ad

1. The beginning of the Semester 1 Admission of Online students 2 Creating user accounts and communicating the credentials to the Students 3 Orienting the Online students to the Virtual Learning Environment

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Orienting the Online students to the Virtual Learning Environment

5 Enroll the students into their modules/ courses to start interacting with the content and the instructor/ lecturer

2. During the semester During the semester the lecturers will interact with the learners through: Updating content and availing content to learners based on learners needs Interacting with learners using the communication tools on the VLE e.g. Discussion Forums, messaging and Chats Providing assessment to learners and providing feedback on assignments

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This guide was authored by: Barbara Khavugwi Makhaya, eLearning Systems Support Specialist, Maseno University eCampus bkmakhaya@gmail.com +254726717162

3. At the end of the semester

Lecturers will download students grades from the courses

The technical team will create back-up copies of the courses and create new copies of the courses in preparation for the next group of students

Lecturers Edits course content in preparation for the next semester

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This guide was authored by: Barbara Khavugwi Makhaya, eLearning Systems Support Specialist, Maseno University eCampus bkmakhaya@gmail.com +254726717162

Enhancing Quality through Evaluation

To ensure quality in the delivery of online courses, it is important that evaluation is done periodically by each of the stakeholders in the implementation process. 1. Evaluation of courses and course delivery Evaluation of relevance of course content, this can be done through peer review of by subject Matter experts (SME) and through feedback comments by learners at the end of the semester. The evaluation includes: An evaluation of the learning activities within the course Relevance of topic resources The level of interactivity and the amount of assessment within the courses 2. Evaluation of Technical Aspects The technical evaluation will evaluate the appropriateness of the Virtual Learning Environment; its functions and the level of technical support needed. This can be done by both learners and the lecturers.

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This guide was authored by: Barbara Khavugwi Makhaya, eLearning Systems Support Specialist, Maseno University eCampus bkmakhaya@gmail.com +254726717162

Conclusions and Recommendations

Course delivery: Online Learning Approaches There are two general approaches to online learning: self-paced and facilitated/instructor-led. Self-paced learners are alone and completely independent, while facilitated and instructor-led e-e-learning courses provide different levels of support from tutors and instructors and collaboration among learners. Instructor-led and facilitated e-learning model has higher completion rates among online learners. To effectively implement instructor-led/facilitated approach, the instructors need to be trained on the tenets of online interaction and have 24/7 access to internet. Course Development: Content Review SME should be encouraged to regularly review content, this will en sure that course quality is improved with every offer. To further enhance the content, the SME need to be trained on integrating multimedia content to the online courses.

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This guide was authored by: Barbara Khavugwi Makhaya, eLearning Systems Support Specialist, Maseno University eCampus bkmakhaya@gmail.com +254726717162