E-learning Road Map

Web Based Learning A guide to Implementing Web Based Learning

A Roadmap the implementation of Web Based Learning

1 | P a g e This guide was authored by: Barbara Khavugwi Makhaya, eLearning Systems Support Specialist, Maseno University eCampus [email protected] +254726717162

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 stakeholder’s role will be explicitly defined within the roadmap to implementation.

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).

Overview

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.

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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

For the successful implementation of web based learning, the instituion should check on the following core requirements

Questions Answers Stake Holder

Connectivity Will the IT infrastructure

guarantee the implementation to

happen in acceptable

Conditions?

Set up the VLE

Sufficient Number of computers for the

personnel(Course Lecturers)

Stable and reliable Internet

The IT manager and his team

Administration

Competences Are all the stakeholders armed with the

necessary skills?

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

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?

Mobilize the stakeholders for the

implementation of Online Learning

Align the institutions policies to

accommodate online learning as a mode

of delivery.

The Administrators

The Road Map



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.

The Stakeholders

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



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

The Processes (Analysis, Design and Development)

Ad

Design

Technology: Technology is needed both to create e-

learning 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 e-

learning 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)

Analysis

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)



1. The beginning of the Semester

2. During the semester

During the semester the lecturers will interact with the learners through:

Updating content and availing content to learners based on learner’s 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

The Processes (Implementation)

Ad

Admission

of Online

students

Creating user

accounts and

communicating

the credentials

to the Students

Orienting the

Online students

to the Virtual

Learning

Environment

Orienting the

Online students

to the Virtual

Learning

Environment

1 2 3

4

Enroll the students into

their modules/ courses

to start interacting with

the content and the

instructor/ lecturer

5



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



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.

Enhancing Quality through Evaluation



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.

Conclusions and Recommendations


Documents

E-learning Road Map