Overview of the e-University Concept

The e-University Compendium Chapter Two

Introduction to Virtual Universities and e-Universities

Chapter 2 is the second of three chapters in Part One The e-University Concept.

For the report see http://virtual-learning.referata.com/w/images/EUNI-chap02-VU-overview-2004.pdf

Editor's Overview and Contextualisation

Contextualisation and footnotes by Paul Bacsich, July 2004. Critical reading and additional research provided by Terence Karran.

This report was originally written in November 2001 to provide an overview of consultant input on "the e-University".

In the editors' view it has stood the test of time very well - where there is a strong need to provide updated information we have used footnotes.

It is not the aim of this introduction or the footnotes to analyse to what extent the "e-University" concept of November 2001 differed from the UKeU of 2002–04; that task, though interesting, is for some other document. Rather, it is to provide information for staff in higher and further education institutions today, who are interested in implementing e-learning in a globalising society and wish to learn from the summary of experience presented here.

Key findings from Chapter 1 of the report, Lessons from the Market(s) So Far

1. How absolutely critical it is for success to have a clear definition and a good understanding of the specific markets being targeted.
2. The successful providers are those which have devoted considerable thought, re-search and analysis to the markets which they intend to target, and have developed an approach which is particularly suitable for each market.
3. The product also needs to be provided in a pedagogical way which is appropriate for the learning style, the cultural expectations, the likely time available and the external circumstances of the learners
4. Language is an obvious factor too, but more subtly than it might at first appear.
5. The quality of the service back-up seems to be one of the most important determi-nants of success, significantly more so than fancy technology or brand prestige.
6. Few providers would appear to have done prior market analysis, with some notable exceptions.
7. Another key factor is the extent of Internet penetration - but within the target group(s).
8. This goes along with concerns about any "local" rules or regulations which might affect take-up as well as those which more obviously affect delivery.
9. The most common provision of content to date is in business, IT, management and English[ written in 2001!]
10. There seems to be a very clear market preference for short, non-degree pro-grammes  though at postgraduate/post-experience level.
11. Some such programmes are "stackable" to longer, often qualification-bearing courses, but as an option, not as a requirement.
12. The better providers arrange various forms of student pre-assessment before the stu-dents start a programme of study.
13. There would appear to be clear evidence that students value some form of interaction with human beings as part of the learning process. It would also appear that it is just as acceptable to students for this to be online as to be face-to-face.
14. One facility that seems especially important to students is the extent of the interaction with other students.
15. The degree to which such support arrangements are user-friendly seems an important point for students.

Key Conclusions (Chapter 4 of the report)

1. The most overriding point is that any provision must be based on a thorough understanding of the markets being targeted
   • The now-standard market opportunities of IT, computing, business and management may well be close to saturation point. [written in 2001!]
2. The second critical success factor is that a provider also needs to ensure that the nature of the product offerings matches student expectations about the duration and intensity of study.
3. The third success factor concerns the quality and user-friendliness of the student support arrangements .
4. The fourth critical success factor concerns the technology that needs to underpin the e-University... and to know the specific technological needs of expected users and their functional requirements.

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