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ELUE Final Conference E-Learning and University Education Italian Results of the Project

ELUE Final Conference E-Learning and University Education Italian Results of the Project Tommaso Leo. SUMMARY. Arguments examined by ELUE The organization of the survey Main commonalities and differences among the countries Results What about the future. AIMS OF THE ELUE PROJECT.

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ELUE Final Conference E-Learning and University Education Italian Results of the Project

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  1. ELUE Final Conference E-Learning and University Education Italian Results of the Project Tommaso Leo

  2. SUMMARY • Arguments examined by ELUE • The organization of the survey • Main commonalities and differences among the countries • Results • What about the future

  3. AIMS OF THE ELUE PROJECT • To survey the Nation-wide e-learning initiatives promoted by the participating Countries at a government level • To survey e-learning activities undertaken and/or planned in the participating Countries • To launch an observatory on e-learning in University Education at a trans-national level with a view to the Higher Education (HE) system in each Country thinking about the system(s) across European Union

  4. AN INITIATIVE IN THE LINE OF THE BOLOGNA PROCESS • It aims at providing grounds and tools for promoting the integration of national systems • It appears in some way unprecedented in the rich activities promoted by the commission

  5. We surveyed 44 EU supported projects active from 2001 to 2007 aimed at the analysis and evaluation of the e-learning use in the HE • 17 among them implement an observatory on some aspects concerning the topic • Only ELUE seems to consider the argument from the point of view of the HE system Networks, best practices, standards shared repositories, different approaches to Quality, human-organization factors facilitating or hindering e-learning seem to be the most frequented arguments

  6. ARGUMENTS OF THE ELUE PROJECT • HE System organization Country by Country • Institutional support and Public funding of University e-learning • Maturity and development level of University e-learning -Level of reflection on the University e-learning

  7. SUMMARY • Arguments examined by ELUE • The organization of the survey • Main commonalities and differences among the countries • Results • What about the future

  8. Timing of the survey • Two Phases • Preliminary study • Nation Wide enquiries

  9. Observatory Is aimed to know Is aimed to facilitate OBSERVATORY MISSION

  10. WHAT IS THE OBSERVED PHOENOMENON E-learning has number of instances We focussed on ICT enchanced learning, web-based at present

  11. METHODS • Total universe enquiry • Quantitative aspects • Qualitative aspects have been treated up to now less than useful and appropriate

  12. SUMMARY • Arguments examined by ELUE • The organization of the survey • Main commonalities and differences among the countries • Results • What about the future

  13. COMMONALITIES AND DIFFERENCES AMONG THE ELUE PARTNERS1/2 • Regulatory system according to EURYDICE Differences - Regulation of HE systems - Number of universities - Number of students/university Commonalities - Three levels of HE studies • National policies towards e-learning according to ELUE survey - Strong in Finland - Significant in France - Weak, if any, in Italy

  14. COMMONALITIES AND DIFFERENCES AMONG THE ELUE PARTNERS 2/2 • Status of the affairs in University e-learning - Cultural resistences of the teachers - Wide and/or multifaceted initiatives with ICT

  15. SUMMARY • Arguments examined by ELUE • The organization of the survey • Main commonalities and differences among the countries • Results ( in Italy) • What about the future

  16. Observatory Is aimed to know Is aimed to facilitate OBSERVATORY MISSION

  17. SYNTHETIC RESULTS To know: • Resistences of the teachers • Fragmentation of the initiatives • But the trend is from sector initiatives to University initiatives • Organization is seriously considered • The interest towards Quality, Good Practices, experience sharing is increasing

  18. STATUS OF THE AFFAIRS • Awareness of the strategic importance of e-learning • Policies adopted by Italian Universities • Existence of specific organization Units

  19. TABLE 1. The participation of the university system in the survey Universities % Universities which filled in the questionnaire 59 76,6 Universities which did not filled in the questionnaire 18 23,4 Total 77 100,0

  20. GRAPH 21. The start of on line didactic services through the years (Number of surveyed courses)

  21. GRAPH 20. Fields of Study of the courses surveyed

  22. GRAPH 1. The adoption of an e-learning policy in Italian Universities(Percentages of respondent universities)

  23. GRAPH 2. The spread of e-learning policies among the Italian university system (accumulated number of universities per year)

  24. GRAPH 3. Adoption of an e-learning policy in universities by geographic area (Percentage of respondent universities)

  25. GRAPH 4. The participation of universities in consortia for ICT or e-learning (Percentage of respondent universities)

  26. GRAPH 28. The future foreseen for the on-line part of the courses (Percentage of surveyed courses)

  27. GRAPH 5. University centres for ICT/e-learning (Percentage of respondent universities)

  28. GRAPH 6. The different functions of the ICT/e-learning centres (Percentage of respondent universities, by function)

  29. GRAPH 7. Number of university centres for ICT/e-learning in universities (Percentage of respondent universities, by number of centres)

  30. GRAPH 8. The implementation of on line administrative management of the courses (Percentage of respondent universities)

  31. GRAPH 10. The possibility to share on line contents with other organizations (Percentage of respondent universities)

  32. GRAPH 9. The presence of a repository for the on line contents (Percentage of respondent universities)

  33. GRAPH 22. The on line services adopted by the courses (Percentage of surveyed courses)

  34. GRAPH 23. Other on line services adopted by the courses (Percentage of surveyed courses)

  35. GRAPH 24. The ICT tools adopted by the courses (Percentage of surveyed courses)

  36. STATUS OF THE AFFAIRS • Obstacles Human factors: Students involvment Teachers cultural resistences Competences Recognition Training Environmental factors

  37. GRAPH 14. The obstacles to the use of e-learning (Percentage of respondent universities, by obstacle)

  38. GRAPH 16. The cultural acceptance of students and lecturers towards e-learning (Percentage of respondent universities)

  39. Table 2. The involvement of students in distance education % of students that use distance education Number of Universities % of Universities None 12 30% Less than 5% 10 25% Between 5% and 10% 10 25% Over 10% 8 20% TOTAL 40 100%

  40. Table 3. The involvement of students in ICT enhanced education % of students who use presence education supported by ICT Number of universities % of universities Less than 10% 7 17.5% Over 10% but less than a half 21 52.5% At least a half but less than 80% 6 15% Over 80% 6 15% TOTAL 40 100%

  41.  Table 4. The opportunities and services offered to students in the ICT (Percentage of respondent universities) Universities that act so that students can: No answer Yes No Being implem-ented Envis-aged in the future Total Purchase technologies 15.3 13.6 54.2 8.5 8.5 100.0 Have an e-mail address 11.9 64.4 8.5 11.9 3.4 100.0 Receive technical support 13.6 66.1 16.9 1.7 1.7 100.0 Have training as regards ICT 13.6 69.5 1.7 8.5 6.8 100.0

  42. Table 5. The involvement of lecturers in distance education % of lecturers who are involved in distance education Number of universities % of universities None 4 11% Less than 5% 21 60% Between 5% and 10% 7 20% Above 10% 3 9% TOTAL 35 100%

  43. Table 6. The involvement of lecturers in ICT enhanced education % of lecturers who are involved in presence education supported by ICT Number of universities % of universities Less than 10% 7 16.3% Above 10% but less than a half 24 55.8% At least a half but less than 80% 6 14% Above 80% 6 14% TOTAL 40 100%

  44. Table 7. The opportunities and services offered to lecturers in the ICT field (Percentage of respondent universities) The university acts so that lecturers can: No answer Yes No Being implem-ented Envisaged for the future Total Purchase technologies 10.2 49.2 25.4 10.2 5.1 100.0 Have an e-mail address 5.1 94.9 0.0 0.0 0.0 100.0 Receive technical support 5.1 89.8 3.4 1.7 0.0 100.0 Have training as regards ICT 8.5 69.5 10.2 3.4 8.5 100.0

  45. GRAPH 12. The use of financial incentives to motivate lecturers for adopting e-learning (Percentage of respondent universities)

  46. GRAPH 15. The potential risks attributable to the diffusion of e-learning (Percentage of respondent universities)

  47. GRAPH 11. E-learning as a subject of university research (Percentage of respondent universities)

  48. STATUS OF THE AFFAIRS • Objectives and costs

  49. GRAPH 13. The objectives pursued through the use of e-learning (Percentage of respondent universities, by objective)

  50. GRAPH 17. The impact of e-learning on the university expenses (Percentage of respondent universities)

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