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A Case Study of an International E-Learning Training Division: Meeting Objectives Rory Mcgreal

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A Case Study of an International E-Learning Training Division: Meeting Objectives Rory Mcgreal Document generated on 09/24/2021 9:41 p.m. International Review of Research in Open and Distributed Learning A Case Study of an International E-Learning Training Division: Meeting Objectives Rory McGreal Volume 10, Number 6, December 2009 Article abstract This paper presents an evaluation of the work of the Commonwealth of URI: https://id.erudit.org/iderudit/1067818ar Learning’s (COL) eLearning with International Organisations (eLIO) section. DOI: https://doi.org/10.19173/irrodl.v10i6.619 Participants in the investigation included a representative sample of the learners (N = 15), their supervisors (N = 5), and the COL staff, including all of See table of contents the eLIO staff (N = 10). The methodology consisted of an examination of all relevant documents, interviews that formed a learning history, and a sample survey. The investigation concluded that the eLIO achieved its goal of Publisher(s) developing a distance learning model, and it met or exceeded identified objectives, with a high degree of satisfaction expressed by all participants. This Athabasca University Press (AU Press) included teaching +2000 satisfied learners; partnering with eight international organizations; achieving a 62% female participation rate and a high ISSN completion rate (75%) in the courses provided; testing, piloting, and delivering two new elearning courses; conducting needs analyses; recruiting/training 1492-3831 (digital) highly qualified tutors; monitoring; and using appropriate technologies. Shortcomings of the programmes include the lack of pre- and post-tests, little Explore this journal analysis of pricing structures, some unclear instructions (a need for plain English), unclear copyright licensing, only very limited use of available OER software, and the absence of a succession plan for the manager. Based on the Cite this article high level of satisfaction among all participants, it was recommended that the section maintain its present work and address these shortcomings. McGreal, R. (2009). A Case Study of an International E-Learning Training Division: Meeting Objectives. International Review of Research in Open and Distributed Learning, 10(6), 1–20. https://doi.org/10.19173/irrodl.v10i6.619 Copyright (c), 2009 Rory McGreal This document is protected by copyright law. Use of the services of Érudit (including reproduction) is subject to its terms and conditions, which can be viewed online. https://apropos.erudit.org/en/users/policy-on-use/ This article is disseminated and preserved by Érudit. Érudit is a non-profit inter-university consortium of the Université de Montréal, Université Laval, and the Université du Québec à Montréal. Its mission is to promote and disseminate research. https://www.erudit.org/en/ International Review of Research in Open and Distance Learning Volume 10, Number 6. ISSN: 1492-3831 December – 2009 A Case Study of an International E-Learning Training Division: Meeting Objectives Rory McGreal Athabasca University, Canada Abstract This paper presents an evaluation of the work of the Commonwealth of Learning’s (COL) eLearning with International Organisations (eLIO) section. Participants in the investigation included a representative sample of the learners (N = 15), their supervisors (N = 5), and the COL staff, including all of the eLIO staff (N = 10). The methodology consisted of an examination of all relevant documents, interviews that formed a learning history, and a sample survey. The investigation concluded that the eLIO achieved its goal of developing a distance learning model, and it met or exceeded identified objectives, with a high degree of satisfaction expressed by all participants. This included teaching +2000 satisfied learners; partnering with eight international organizations; achieving a 62% female participation rate and a high completion rate (75%) in the courses provided; testing, piloting, and delivering two new elearning courses; conducting needs analyses; recruiting/training highly qualified tutors; monitoring; and using appropriate technologies. Shortcomings of the programmes include the lack of pre- and post-tests, little analysis of pricing structures, some unclear instructions (a need for plain English), unclear copyright licensing, only very limited use of available OER software, and the absence of a succession plan for the manager. Based on the high level of satisfaction among all participants, it was recommended that the section maintain its present work and address these shortcomings. Keywords: Distance education; open learning; e-learning; online learning; elearning management Commonwealth of Learning’s E-Learning for International Organisations Section The Commonwealth of Learning (COL) is an intergovernmental organisation created by the Commonwealth Heads of Government to encourage the development and sharing of open learning and distance education knowledge, resources, and technologies. The COL eLearning for International Organisations (eLIO) section provides technology-enhanced, customised training solutions for international organizations, such as the World Bank and UNESCO. Services include needs analyses, development of customized culture- and gender-sensitive training materials, and 1 A Case Study of an International E-Learning Training Division: Meeting Objectives McGreal course delivery at a distance using expert tutors. Many international organizations, aware of COL’s international reputation for distance education in the developing world, are contracting with the eLIO for their training needs. This paper provides an evaluation of this COL section and makes recommendations for improvements (Commonwealth of Learning, 2008h). Significance of the Investigation The increased availability of computers and the Internet has made possible the delivery of training to populations, particularly those in developing countries who previously could only be reached by using traditional classroom-based teaching approaches or by using often ineffective correspondence courses, which have high dropout rates. In order to ensure the effective adoption of these new technologies for learning, open access to case studies and other investigations of these distance education initiatives is important. These can serve as useful guides to others who are planning similar or complementary implementations. Knowledge of the research on successful or even unsuccessful training practices can help others to better plan their own systems (Cruickshank, 1990). The rapid advance of technology combined with the ever-increasing need for skilled professionals with technological and English language skills must be addressed. How to reach these professionals in widely dispersed international organizations, especially employees in developing countries, remains a serious concern. As researchers, we have an obligation to study programme implementations that address this problem and to provide an understanding of the difficulties and of the successes of the real-world implementations. For example, distance educators must evaluate the technologies that they choose for delivery. Which technologies are appropriate given the target population and their degree of access to computers and the Internet? As far back as 1983, Clark determined that the technology was neutral, conferring no learning benefits regardless of the media used. More closely related to this investigation is an examination of the role of the administration in an implementation project and in the training system as a whole. In recent times there has been a (perhaps necessary) focus on the learner as the centre of the process. This has often led to a de- emphasis on the training system as a whole and on the part that it plays. This study focuses on the administration of the training system. As a case study, this investigation may shed some light on what is needed for a successful implementation of distance training internationally. Flyberg (2006) reminds us that our understanding may be strengthened by the execution of a greater number of good case studies. Mathur and Oliver’s (2007) case study of an international blended learning programme for developing countries sheds light on the need for technological knowledge and also on the problems and pitfalls of collaboration between organizations. Oliveira, Cortimiglia, and Marques’ (2003) case study of a data technology distance education course implementation looked at the technology requirements, financial results, and market 2 A Case Study of an International E-Learning Training Division: Meeting Objectives McGreal possibilities. They concluded that their web course was capable of reaching remote areas and the instructional contents were capable of delivering professional qualifications. Hills (1999), in her case study of Lloyd’s bank training, focused on the organizational culture and its effect on training. She concluded that a learning culture is needed for the exploitation of multimedia for training. A faculty learning community was the subject of Long, Janas, and Kay, et al.’s case study (2009) of a small college online learning implementation. Failed implementations are also worthy of our attention, especially when the implementation is similar to one under investigation. Nchindila (2007) investigated the conditions for the success of the writing process in English using online mentoring in the workplace, concluding that in this case study the implementation was evaluated as not successful, based on questionnaires for the students and mentors. Outcomes and Outputs and Related Success Indicators The original
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