Online Educa Berlin' eLene EE Economics of elearning

1
Online Educa Berlin. eLene- EE (Economics of
e-learning)
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Index

• Welcome (Mikael Sjöberg) 5 minutes
• Project overview and connection with main
  objectives (David Castillo) 5 minutes
• WP1 Cost-Benefit Analysis (Niklas Hanes and
  David Castillo) 30 minutes
• WP2 Students Achievement (David Castillo and
  Toni Femenias) 30 minutes
• Coffee break 20 minutes
• WP3 E-learning Indicators (Susanna Sancassani
  and Andrzej Wodecki) 40 minutes
• WP4 E-learning and Digital Divide (Adel Ben
  Youssef) 40 minutes
• Summary and topics for further discussion
  (Deborah Arnold) 10 minutes

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Project overview Economic Framework

• Universities have important challenges
  generalise access to education, improve
  educational attainment levels, respond to social
  demand of lifelong learning and fit workers needs
  of specific skills and abilities.
• E-learning is a good opportunity for universities
  to reach these objectives, as a general diffusion
  of education may lead to significant benefits.
• Individual benefits higher productivity and
  wages, higher likelihood to participate in the
  labour market, greater probability to experience
  less unemployment, effects on health, on
  intergenerational cognitive development, better
  analytical skills, better adoption of consumption
  technology, higher saving rates.
• Social benefits improvement of productivity
  levels and rates of economic growth and spillover
  effects to the whole society.
• eLene-EE objectives
• WP1. Efficiency
• WP2. Students performance
• WP3. Indicators
• WP4. Digital divide.

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Project overview Economic Framework

• Rapid knowledge creation and easy access to
  knowledge the emergence of a knowledge-based
  economy
• ICT can be seen as a suitable technological base
  for knowledge economy development
• The main hypothesis is that ICT are the technical
  paradigm on which current dynamics of the
  industrial revolution is based.
• ICT can be situated at the material basis of the
  economic growth for many developed countries
  since 1995.
• Productivity increase is consistent with a
  positive trend in labour quality explained by the
  rise in average levels of educational attainment.
• It is confirmed the existence of
  complementarities between technical and
  organisational change and skilled labour input
  through the demand for specific skills and
  abilities.

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WP3 Indicators of E-learning

• How is the E-learning progression in the High
  Education Institutions ?
• How manage E-learning in the European HEI ?

Adam CHMIELEWSKI (PUW Lublin) Susanna SANCASSANI
(METID Milan) Andrzej WODECKI (PUW
Lublin) French team Thierry GARROT (CANEGE Nice
Sophia Antipolis) Maria PSILLAKI (CANEGE Nice
Sophia Antipolis) Sylvie ROCHHIA (CANEGE Nice
Sophia Antipolis)
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Plan of the presentation

• How is the E-learning progression in the High
  Education Institutions (HEI) ?
• Polish data
• Italian data
• Discussion
• How measure the E-learning progression in the
  European HEI ?
• Measuring ICTs impacts
• Balance Scorecard approach
• Discussion

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Polish Education situation

• The most popular study system is a part time
  studies.
• Part time studies are the most suitable for
  E-learning.
• Polish educational system is dominated by
  non-public schools.
• The number of government administration entities
  is app. 2 times less.
• Public and non-public schools have different
  business models, and that may influence
  E-learning strategies in these institutions.

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Polish Education situation

• There is practically no long life learning
  education in Poland.
• When we look at HE statistics older people
  represent app. 1 of a given age group studies.

• E-learning appears as a solution in National
  Strategies for
• Increasing the number of long life students by
  the creation of a network and the development of
  a concept of Polish model of distance learning
• Improving quality provided by the preparation of
  curricula and didactic framework
• Creating information resources on continuous
  education by computer databases and
  dissemination of material for various groups of
  recipients

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Surveys on E-learning in Italian Universities

• Three surveys analysed
• ANEE/Assinform Observatory, (OsservatorioANEE/Assi
  nform, Mondadori Informatica, Milano 2004)
  http//www.anee.it/anee/osservatorio.htm
• ANEE/Assinform Observatory 2005
  (OsservatorioANEE/Assinform, Apogeo, Milano
  2005) http//www.anee.it/anee/osservatorio.htm
• ELUE Project CRUI- 2005 (Elue-Elearning and
  university education project-Report, Città Nuova,
  Rome, 2006 9

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Some data form the surveys Italian E-learning
market segmentation

• 43,9 between 2004 and 2005 of the market
  minimum value
• Main part on contents
• Proportion stable with a slow progression for
  contents.

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Some data from the surveys Italian University
and E-learning

• Most of Universities are involved in E-Learning
  projects
• Important increase of E-learning Center since
  2003.

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Considerations about indicators adopted in the
Italian surveys

• The indicators used in the three surveys may be
  grouped in the following areas
• Universitys Strategies
• Didatics and methodologies
• Economics
• Technology
• Users
• The indicators are focused mainly on the
  didactical and technological aspects
• Economics indicators are few and generalist no
  indicators about E-learning revenues!
• The indicators are useful to measure the great
  dimensions of the E-learning phenomenon but are
  weak in measuring its real impact on institutions
• ? they are not useful for supporting decision
  makers in HEI.

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How measure the E-learning progression in the
European HEI ?

• Measuring ICTs impacts
• The objective of this conception work is to
  measure the impact ofE-learning on the
  University Institution with three dimensions
• The first concerned the Didactics aspects,
• The second is about the Communication,
• And the third focused on Side effects.
• We will detailed all of it now.

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Measuring ICTs impacts a proposal
Didactics
How many courses use sharing/communication tools
(e.g. wiki, skype, etc.)
n course, n students, n accesses
How many courses use an LMS
Gain of efficiency
How many courses use informatics tools for
examinations
time saved /teachers and students
Web enhanced courses
Evaluation of
How many courses use multimedia materials
How many people with disabilities or foreign
languages have better participated to the
didactics thanks to "web enhancement" strategies
money saved for printed papers
Inclusion
Basic univer-sity level
n courses, n students (respect to the total of
the area)
Which and how many NEW COURSES have been
developed thank to E-learning
Master
E-Learning
Diversification and growth of the University
offer
Long life learning
which and how many E-learning courses have been
developed
High schools
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Measuring ICTs impacts a proposal
Communication
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Measuring ICTs impacts a proposal
Side effects
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How measure the E-learning progression in the
European HEI ?

• Balance Scorecard approach
• This proposition of balance scorecard models
  integrated several indicators on four subsystems
  
• One Educational,
• Another Organizational,
• A third Technological,
• and the last the Financial one.
• We will detailed all of it now.

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Balance scorecard Educational and
Organizational subsystems

• Educational subsystem (the same as at national
  level but at micro scale)
• of qualify by E-learning (diplomas qualify by
  E-learning)
• of Students who increased competencies using
  E-learning
• students satisfaction with E-learning ()
• Lectures satisfaction with E-learning ()
• Employers satisfaction with E-learning ()
• Organizational subsystem
• of departments that offer E-learning
• of students who learn through E-learning

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Balance scorecard Technological and Financial
subsystems

• Technological subsystem
• of departments that serve open access to
  E-learning platforms for theirs lectures,
  students
• of students that have broad access to Internet
• Financial subsystem
• of average cost per course (traditional vs
  E-learning) or cost per degree (traditional vs
  E-learning)
• of expenditures for E-learning vs. traditional
  learning