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Overcoming Implementation Challenges in Synchronous Online Learning Environments

This paper explores the implementation challenges and strategies of deploying a synchronous online learning environment in an organization. It highlights the technological, pedagogical, and organizational aspects of online learning, emphasizing the importance of infrastructure and faculty readiness. The study was conducted in an IT school deploying this model to 7,000 students across multiple campuses. Key topics include maintaining quality of instruction, ensuring faculty acceptance, and addressing technological upgrades. Strategies include building faculty champions, centralizing content creation, and strengthening support infrastructure.

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Overcoming Implementation Challenges in Synchronous Online Learning Environments

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  1. Implementation Challenges And Strategies Of An Organization Deploying A Synchronous Online Learning Environment Joselito C. Olpoc

  2. On-Line Learning • It's a process of education in which the medium of computer technology enables learning to occur when the learner(s) and instructor(s) are separated by time and place • “Online instruction implies a connection to a computer system at a venue distinct from a [student’s] PC; the venue can be across the world or across campus.” [Regalbuto 1999] • An “online learning environment” includes the hardware, software, and pedagogy needed to conduct learning on the Internet.

  3. E-Learning • "Electronic learning denotes learning environments consisting of hardware, software and personnel; a multi-faceted learning programme that utilizes distance learning, interactive cable TV, and the Internet to connect learning environments to homes, places of work, and the community at large" • The E-Learning Working Group of The National Information Technology Council of Malaysia.

  4. E-Learning • Business Perspective • Aim is to improve the efficiency of delivery, administering, and supporting learning. • Academic Perspective • The aim is learning effectiveness, in other words, pedagogy

  5. Types of On-Line Learning • Asynchronous • In Online Leaning, an event in which people are not logged on at the same time (e.g. blackboard.com) • Synchronous • In Online Learning, an event in which all of the participants are online at the same time and communicating with one another (e.g. HPVC). (Carliner, 1999)

  6. Literature Review • Pedagogy • Is distance learning as effective as traditional classroom learning • Russel, Syracuse : No Significant Difference • Phipps & Merisotis : What’s the Difference • Agreement : Technology is secondary to pedagogical factors. [Ehrmann, Owston, Phipps & Merisotis]

  7. Literature Review • National Education Association • 24 benchmarks for success in Internet Based Distance Education Benchmarks

  8. Literature Review • Infrastructure Needs • Hartley : Need for a technical assessment • Bernholdt & Fox [Syracuse Univ.] : Network Issues • Consistent quality of service (with guaranteed connection) • Guaranteed bandwidth in the order of 100 Kbps • A latency period or delay of no more than 0.5 seconds • No jitter

  9. Literature Review • Organizational Impact • Dazinger proposed five productivity measures: staff reduction, cost reduction, increased work volume, new information generated, and increased effectiveness in serving the public • Univ. of Illinois : • Pedagogy : teachers • Teaching Innovation : scholarly activity • Profit : Online Instruction cost > Traditional classroom • Success : Rigorous study

  10. Transformational Elements Process TRANSFORMATION Technology People

  11. What the Project is... • Using the HPVC, an IT school wanted to implement synchronous on-line learning to 7,000 students in three of its campuses in the first trimester of SY 2000 - 2001 within a time frame of 3 months.

  12. Risks • Acceptance of the technology by the faculty, administration and students • Quality of instruction • Upgrade of technology • Maintenance and Support • Price increases for HPVC

  13. Critical Success Factors • Quality, preparation and delivery, effectiveness of the teachers • Students readiness and maturity to this strategy • Availability of invited professors with HPVC skills (2nd trimester) • Resistance of parents of the students • Communication lines (adequacy, speed)

  14. Strategies • Build core set of champions among the faculty • Faculty uses standardized content, plus content creation must be centralized. • Strengthen the infrastructure needed to implement the technology on a wide scale. • To create a committee to oversee the whole e-learning pedagogy in terms of content creation, teaching strategies, etc

  15. Element #1 : Processes • The pedagogy of teaching • Classroom Management • The management of content design, creation and deployment • The management of the security of the e-learning environment • The management of system failures

  16. Faculty • Concerns • “Delivering the class and delivering it correctly” • Instructors become conscious about how to use the technology • What is the student doing at the other end

  17. Faculty Training • Phase 1 : Consultant physically with the faculty • Phase 2 : Consultant was behind a blackboard • Phase 3 : Consultant physically in the school premises but in another room • Phase 4 : Consultant delivering the lecture from another location

  18. Differences between on-line learning and traditional classroom learning • Communication protocols must be explicit in OLL • Can’t rely on visual cues to “monitor class” • Can’t see the students nodding their heads - “Yes.” “No.” “Confused look?” “Asleep?” • Instructors need to make transition from: • visual cues of students to the students’ actions using the icons, audio, and text cues • relying on visual cues to proactively use HPVC tools to monitor students

  19. Key Instructor Responsibilities • Be prepared • Delivery Preparation (Content Readiness) • Technical Preparation (Classroom Readiness) • Creating and maintaining an open and safe learning environment • Ensuring Learner’s Learn

  20. Element #2 : Technology • Labs and Machines • Before : Any available machine • After : Dedicated Lab for the E-Learning classes. • Internet connection • Before : Diff. bandwidths from each campus to the ISP provider • After : 256 KB from campuses to ISP E1 line from the ISP to the Internet

  21. Infrastructure • Audio connection • Before : None, diff. phone providers • After : 3 way conference call using Karaoke System connected to a teleconferencing phone

  22. Element #3: People

  23. Student base • Pragmatic Approach : Gradual manner • First trimester : Introduction to the use of the HPVC • Issues : • Maturity of the students • Scheduling

  24. Student Access • Students use the HPVC in the classrooms not anywhere because... • The telephone, PC and Internet penetration rates are low • There is the need to learn the proper behaviour • There is a need to centralize technical support

  25. Thank youAny questions? jolpoc@admu.edu.ph (632)-4266071

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