谁来为网络学习在高等教育的成功负责? 一个利益相关者的分析外文翻译资料
2022-12-25 12:42:44
Who is responsible for E-Learning Success in Higher
Education? A Stakeholders Analysis
Nicole Wagner, Khaled Hassanein and Milena Head
DeGroote School of Business, McMaster University, Canada
ABSTRACT
Successful implementation of e-learning is dependent on the extent to which the needs and concerns of the stakeholder groups involved are addressed. This paper discusses e-learning, describes the needs and concerns of the various stakeholder groups, and derives a Stakeholders Responsiblity Matrix to summarize the responsibilities of each stakeholder group. Fulfilling the responsibilities described in the Stakeholdersrsquo; Responsibility Matrix will address the needs and concerns of each stakeholder groups, thereby encouraging the success of e-learning in higher education.
Keywords
E-learning, Higher education, Stakeholder analysis
Introduction
The environment of higher education is evolving. Rising costs, shrinking budgets, and an increasing need for distance education (New Media Consortium, 2007) are causing educational institutions to reexamine the way that education is delivered. In response to this changing environment, e-learning is being implemented more and more frequently in higher education, creating new and exciting opportunities for both educational institutions and students.
E-learning, or electronic learning, has been defined a number of different ways in the literature. In general, e-learning is the expression broadly used to describe “instructional content or learning experience delivered or enabled by electronic technologies” (Ong, Lai and Wang, 2004, page 1). Some definitions of e-learning are more restrictive than this one, for example limiting e-learning to content delivery via the Internet (Jones, 2003). The broader definition, which will be used for the purposes of this article, can include the use of the Internet, intranets/extranets, audio- and videotape, satellite broadcast, interactive TV, and CD-ROM, not only for content delivery, but also for interaction among participants (Industry Canada, 2001). More recently, this definition can be further expanded to include mobile and wireless learning applications (Kinshuk, Suhonen, Sutinen, and Goh, 2003; Lehner, Nouml;sekabel and Lehmann, 2003).
The e-learning models of higher education today find their roots in conventional distance education. Initially introduced to allow individuals in remote and rural areas to gain access to higher education, distance learning has evolved significantly over time. Technological advancement has been the major inspiration for change, beginning with the integration of radio broadcasting in the 1920rsquo;s (Huynh, Umesh and Valachich, 2003). More recently, the advent of the Internet has enabled tremendous innovation in the delivery of post secondary education (Gunasekaran, McNeil and Shaul, 2002; Teo and Gay, 2006). As time goes by, more and more people gain access to the Internet, the cost of computer ownership decreases, and overall computer literacy increases (Huynh et al., 2003). These trends provide educational institutions an ideal channel for the delivery of educational content.
Dimensions of E-Learning
The extent of e-learning technology use in course delivery varies widely. The variations in the configuration of e- learning offerings can be described through a number of attributes, as listed in Table 1 below. These attributes can be classified into the dimensions of synchronicity, location, independence, and mode. An e-learning course component can be described by indicating which one of the two attribute values from each dimension is applicable.
E-learning can be synchronous (real-time) or asynchronous (flex-time). Synchronous e-learning includes technology such as video conferencing and electronic white boards (Romiszowski, 2004), requiring students to be present at the
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time of content delivery. Asynchronous applications include programmed instruction and tutorials that allow students to work through the screens at their own pace and at their own time. Most of the courses available on the Internet are based on this asynchronous model (Greenagel, 2002). Students can be involved in e-learning from distributed locations, as in distance learning, or from the same place, such as using a group support system in a classroom to work on an assignment (Gunasekaran et al., 2002). E-learning applications also differ in the levels of collaboration that they involve. Some courses are entirely independent and individual, while others incorporate some elements of group learning such as discussion forums or chat rooms. The mode of course delivery can be entirely electronic (with or without an instructor) or take a more blended approach integrating electronic and classroom delivery to varying extents. Many current e-learning offerings follow the latter mode, taking advantage of the benefits of various types of delivery (Jack and Curt, 2001).
Table 1: The Dimensi
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谁来为网络学习在高等教育的成功负责? 一个利益相关者的分析
Nicole Wagner, Khaled Hassanein and Milena Head
加拿大麦克马斯特大学德格罗特商学院
摘要: 网络学习的成功实现取决于涉及的利益相关者的需求和关切在多大程度上得到解决。本文讨论网络学习,描述利益相关群体的需求和利益,并推导出各个利益相关群体之间的责任矩阵。各个利益相关者的需求和所要履行的责任将在责任矩阵中得到描述,从而鼓励网络教育在高等教学中的成功。
关键字:网络学习,高等教育,利益相关者分析
介绍:
高等教育的环境正在不断的变化。成本上升,预算减少,和远程教育不断增长的需求(New Media Consortium, 2007)导致教育机构越来越关注网络教育。为应对不断变化的环境,在高等教育中网络学 习正越来越频繁的被使用,这为教育机构和学生创造了新的令人振奋的机会。
E-learning 或者说 electronic learning,已经在各种不同的文献中被定义。总的来说,网络学 习被广泛的描述为“通过电子技术传递教学内容或者学习经验”(Ong, Lai and Wang, 2004, page 1)。 一些网络学习的的定义比这个多了一些限制,例如限制通过网络交付网络学习的内容(Jones,2003)。 更广泛的定义,这将是本文使用的目的,可以包括使用互联网,内联网/外联网,音频和录像带,卫星 广播,互动电视,光盘,不仅仅是提供内容,还提供参与者之间的互动(Industry Canada,2001)。 最近,这个定义可以进一步扩大到移动和无线终端学习应用程序(Kinshuk, Suhonen, Sutinen, and Goh, 2003; Lehner, Nouml;sekabel and Lehmann, 2003)。
现如今高校的网络网络学习模型的根源是传统的远程教育。最初引入远程教育是为了让农村和偏远 地区的人获得高等教育,远程教育现在已经随着时间的推移有了显著的变化。科技的进步已经改变了主 要的灵感,无线电广播的整合开始于 20 世纪 20 年代(Huynh, Umesh and Valachich, 2003。如今,互 联网的出现使得中学后教育有了巨大的创新(Gunasekaran, McNeil and Shaul, 2002; Teo and Gay, 2006)。随着时间的推移,越来越多的人进入互联网,电脑的成本越来越低,而电脑的整体性能则不断 提高(Huynh et al., 2003)。这些趋势为教育机构传授教育内容提供了一个理想的通道
E-learning 的特点
网络学习技术在课程教学中的使用程度差别很大。网络学习产品的配置的改变可以通过多个属性进 行描述,如表 1 中所列出的。这些属性内容可以分为同步,位置,独立和模式。每个网络学习课程组件 可以通过指明每个范围的两个属性值中适用的一个来描述。
网络学习可以是同步的(实时)或者是异步的(弹性时间)。同步网络学习包括的技术如视频会议和电子白板(Romiszowski, 2004),要求学生必须出的课程。异步应用程序包括程序教学与辅导,让学生 通过屏幕按自己的速度和在他们方便的时间进行学习。大多数互联网上提供的课程是基于这种异步模型 的(Greenagel, 2002)。学生可以在不同的地点参与网络学习,如远程教育,或者在同一地点,如在使用 一组支持系统的教室中做作业(Gunasekaran et al., 2002)。网络学习应用程序也包含不同层面的合作。 有些课程是完全独立的个体,而有些则包含小组学习的原始,如学习论坛和聊天室。课程教学的模式可以 是完全网络化的(带或者不带一个教师)或者采用网络和课堂集成成都不同的教学模式。现有的许多网络 学习产品遵循一种模式,利用不同讲演的好处(Jack and Curt, 2001)。
Table 1: E-learning 的特点
Dimension |
Attribute* |
Meaning |
Example |
Synchronicity
|
Asynchronous |
content delivery occurs at a different time than receipt by the student |
lecture module delivered via email |
Synchronous |
content delivery occurs at the same time as receipt by the student |
lecture delivery via web cast |
|
Location
|
Same place |
students use an application at the same physical location as other students and/or the instructor |
using a GSS to solve a problem in a classroom |
Distributed |
Students use an application at various physical locations, separate from other students and the instructor |
using a GSS to solve a problem from distributed locations |
|
Independence
|
Individual |
students work independently from one another to complete learning tasks |
students complete e-learning modules autonomously |
Collaborative |
students work collaboratively with one another to complete learning tasks |
students participate in discussion forums to share ideas |
|
Mode
|
Electronically only |
all content is delivered via technology, there is no face-to-face component |
an electronically enabled distance learning course |
Blended |
e-learning is used to supplement traditional classroom learning |
in class lectures are enhanced with hands- on computer exercises |
* The definitions of these attributes are discussed in a variety of sources including (Ong et al., 2004), (Jack and Curt, 2001), and (Greenagel, 2002)
需要指出的是单一课程的组成部分将包含每个内容的单一属性值,但是一门课程可能包括几个部 分,各有不同的属性值。比如,一门课程的一些组成部分可能同步传授而其他的异步传授,或者一门课 程可能包含一些网络部分和一些课堂部分。
网络学习的市场
给出几种不同的网络学习产品,是很难估计出他们的市场规模的。然而,网络学习被认为是在 2.3 万 亿美元的国际教育市场中增长最快速的子行业,网络高等教育将有希望于 2015 年增长至 690 亿美元的市 场规模(Hezel Associates, 2005)。
高等教育网络学习产业的增长是有多方面原因的,包括学校和学生等角度。在全球范围内,中学后教 育的需求在不断的增长。例如,在美国,高校从高中毕业生中招生的比例从 1980 年的 56%增长到 2003 年的 67%(Morrison, 2003)。在加拿大,预计超过 70%的新创造的工作将需要至少高中毕业以上的学历 (Industry Canada, 2001)。随着学术机构现有教室容量的限制和建设新设施的成本过高,网络教育将是 一个具有吸引力的替代品(Werbach, 2000)。
为了保持竞争力和维持市场份额,许多传统的高等教育机构已经扩大了其产品,包括网络课程来和越来越多的虚拟高等教育机构 (Huynh et al., 2003)。这样做时,他们可以利用自身的品牌拓展国际目标 市场以利用其他国家教育系统中存在的超额需求。此外在教育机构中增加使用信息系统也提供了一个重 新组织设计他们的现有时间和论文深入处理来提高他们的整体效率(Sun Microsystems, 2003)。
从学生的角度来看,知识经济为技能的持续培训和升级创造了巨大的需求 (Industry Canada, 2001)。 网络学习让终身学习发生在学生每一天的学习的一部分,不在需要跑到一个传统的机构或者局限于一张 特定的课程表。
类似于其他技术的应用,网络学习的成功依赖于满足关键利益相关者的需求和解决问题的程度。本文 的下一部分内容包含在高等教育中网络学习的关键利益相关者的分析。这种分析是用于导出利益相关者 到利益相关者的责任矩阵来使在高等教育机构中网络学习的成功机会最大化,这是在第三节要介绍的。
网络学习利益相关者的动机和关注
在一个组织的背景下,利益相关者是该组织的支持者(Thompson and Strickland, 2001)。同样的意 义,网络学习的利益相关者就是那些受它影响的人。在写这篇文章时查看的网络学习文献中,列出了在高 等教育背景下的主要利益相关群体。每一个利益相关群体都描述在下文中,以及他们使用网络学习的动 机和了解他们关注的。
学生
学生是网络学习的消费者。在高等教育的背景下,他们是正在就读的本科生或者研究生。
动机
学生使用网络学习的动机是为了获得高等教育的机会。对一些学生来说,它可能是传统课程的一部 分,而对其他人来说所有的课程可能完全网络化。特别是对第二累人来说,网络学习可以让他们接受高等 教育的机会而不会因为地域和时间的限制 (Huynh et al., 2003; Kabassi and Virvou, 2004)。
关注
网络学习为学生提供了一个完全全新的学习环境,因此需要不同的技巧才能获得成功(Romiszowski, 2004)。批判性思维,研究和评价技能越来越重有,因为学生要整合从各种来源的信息在增多(New Media Consortium, 2007)。同时,特别是课程完全网络化,学生比传统背景下更需要独立。这就要求他们有更 高的积极性,并致力于学习(Huynh et al., 2003),在于同伴和教师互动教师的情况下。在上网络课程的 学生往往和课堂中的学生一样,但是有较高的可能性撤回不完整的成绩 (Zhang, Zhou and Briggs, 2006)。
网络学习因其本身的性质需要一定程度的先进的技术。这就不是问题了,随着时间的推移,计算机知 识在不断增加。例如,在加拿大,18 到 24 岁的年轻人准备进入大学的比例增长速度超过大学总入学率的 增长 (Statistics Canada, 2005)。'数字原住民'这一术语被用来描述 40 岁以下的这一代人 (Prensky, 2001; Prensky, 2006).成长于网络产品使用增加的时代,如电视和视频游戏,并且读书量的减少,使这一 代人的学习不同于老一辈人。他们往往有'更加零碎的时间的感觉,注意力降低'(Woodill, 2004, page 11)
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