elue e-learning and university education report of the survey in french universities representing...
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ELUEELUEe-Learning and University Educatione-Learning and University Education
Report of the survey in French universitiesReport of the survey in French universities
Representing the French team
Pr Monique LINARD
http://www.e-pathie.org
ELUEELUE French report French report
• Political iniative : French Ministry of National Education, Direction of Research and Conférence des Présidents d’Universités (CPU).
• Project management : AMUE (Agency for the Mutualization of Universities).
• Scientific investigation : e-pathie program, Maison des Sciences de l’Homme (MSH), Paris.
E-learning E-learning in a French universityin a French university contextcontext
• A highly centralized, state-run organization
• A widespread implication with ICT and e-learning issues
• Still massively traditional ways of teaching and learning
− Modes of interaction
− Course supply
− Teachers’ activities
• Yet a much wider scope of pedagogical communication• E-learning teachers, mostly « traditional teachers who adapt »
Specific features of the French surveySpecific features of the French survey
• Approach
• Conducting the survey
• Corpus, fairly representative of :
− The geography
− The typology of French universities
• Data and statistical results
• Reliability of responses to individual items
Specific features of the French surveySpecific features of the French survey
Methodology : As with any type of investigation, context and mode of conception of data condition results and anwers to questions.
• A concern for identifying and integrating whenever possible :− Intercultural differences − National contexts − Methodological questions
• A special interest for : − Relating the diversity− Probing the consistency
Universities e-learning policyUniversities e-learning policy
• Reasons for universities to engage in e-learning
• Development of local e-learning policy and initiatives
• Participation in consortia
Main findingsMain findings
Universities e-learning policyUniversities e-learning policy
• Institutional strategic plans and orientation texts
• Teachers’ training plans and incentives
• Support plans
• E-learning structures and their duties
Universities e-learning policyUniversities e-learning policy
• Investment in faculty and staff
• Resources and funding
• Effective research on ICT use
Universities e-learning policyUniversities e-learning policy
• Students’ activities
• Technical supports
• Other services
• Course contents
E-learning programmes for studentsE-learning programmes for students
Opinions and effective practiceOpinions and effective practice
• Degree of acceptance by teachers and students
• General obstacles to e-learning development.
− Lack of support from other faculty members
− Lack of technical competence
− Lack of adequate facilities and relevant institutional investment
Opinions and effective practiceOpinions and effective practice
• Difficulties with study course programmes :
− Technical
− Pedagogical and admininistrative
• Predictions for the future of programmes
• Risks of e-learning development
ConclusionConclusion
A likely picture of e-learning development in French universities evidencing a number of facts and of recurrent issues :
• Major changes in organizational and teaching learning culture
• Real cost-effectiveness of e-learning development
• Rapid evolution of student, faculty and staff new professional and personal skills
• Differential impact, assets and risks of technology
ConclusionConclusion
For universities, the technological response is still a privileged way to meet the pressure of socioeconomic and educational change.
Tony Bates (2000) insists that this is not the best way to do so.
Together with the issues reiewed above, his discussion provides a very appropriate frame of reference for the activities of future a European Observatory.
• « Thus the use of technology is not just a technical issue. It raises fundamental questions about target groups, methods of teaching, priorities for funding, and above all the overall goals and purpose of a university or college ».
• « Consequently, decisions about technology need to be embedded in and subordinated to educational goals ».
• « At the same time, the educational goals themselves should take into account the new opportunities that these technologies present ».
A. W. (Tony) Bates : Managing Technological Change, Strategies for College and University Leaders, Jossey Bass publishers. San Francisco, 2000. : « Confronting The Technology Challenge in Universities and Colleges », Chapter 1, p. 34.
Suggestions for a future Suggestions for a future e-learning European Laboratorye-learning European Laboratory
Considering the findings of the ELUE survey, the French team suggests the creation of a coordinated European network of national observatories.
Such network would provide an appropriate support to the international debate and collaborative work urgently needed in the field.
ELUEELUEe-Learning and University Educatione-Learning and University Education
ReportReport of the survey in French universities of the survey in French universities
Representing the French team
Pr Monique LINARD
http://www.e-pathie.org
5
2018
25
20
12
0
5
10
15
20
25
30
DO M/TO M IF NE NO SE SO
%
Distribution of French universities
by large regions
3
2017
25 25
10
0
5
10
15
20
25
30
DOM/TO M IF NE NO SE SO
%
Distribution of the survey's respondents
by large regions
PHS
PS
SS
LSH
DES
UT
A distribution of French universities according to scientific domains
PHS
PS
SS
LSH
DES
UT
nr
A distribution of the survey corpus according
to scientific domains
0102030405060708090
Data
Estimations
A comparison between modalities of learning as
described from actual data and as estimated by respondents
3
18
3
34
26
11
2
32
00
2322
0
5
10
15
20
25
30
35
40
Traditionallearning
Face-to-facewith ITClearning
Distancelearning
Blendedlearning
(face-toface +ITC)
Bachelor
Master
Doctorate
Average number of study course
by learning types
Contents
Pedago relation
Evaluation
Is helped
Validation
aa
Is relieved
O thers
Teacher's activities and "e-learning"
Asynchronous on line
Platform
collective face-to-face
aa
Synchronous on line
Individual face-to-face
Digital informal spaces
Face-to-face informal spaces
Means of distance communication in a wider scope of pedagogical relationship
Teachers
aa
Specialists
Professionnals
Typology of Instructors
0 5 10 15 20
Others
Competition universities
Competition organizations
Reduce costs
aa
Reduce dropout
Increase registrations
Respond to diverses audiences
Salaried audiences
Flexibility
Quality
Reasons for universities to engage in "e-learning"
0
10
20
30
40
50
Time periods during which policies for
"e-learning" implementation were designed in institutions
0
10
20
30
40
50
60
70
aa Institution O thercomponents
No policy
e-learning
ICT enhanced face-to-face
Distance
Blended
Authorities initiatinga policy for "e-learning"
according to different modalities
0%
2%
4%
6%
8%
10%
12%
14%
16%
18%
20%
Consortiumrégional
Consortiumnational
Consortiumeuropéen
Consortiuminternational
E-learning tous dispositifsconfondus
Enseignement présentiel avecTIC
Enseignement à distance
Formule mixte (présentiel etdistance)
Institutions taking part in every level of consortium
0
20
40
60
80
100
Textes
Plans
Presence of strategic plans and orientation documents
0
10
20
30
40
50
60
70
A + A - aa
Training
Incentive
Career
Existence of training plans, financial incentives
or advancement of teachers' careers
0
10
20
30
40
50
aa Lessthan100
From200 to
400
Morethan500
Number of teachers concerned
by training sessions
0
10
20
30
40
50
60
70
80
A + A - aa
Equipement
Informaticsservices
Didacticalservices
Training
Existence of ICT support plans for teachers
12 and more
1 to 12
From 6 to 8
From 4 to 6
From 2 to 4
aa
Less than 2
Number of ICT structuresin institutions
0 5 10 15 20
aaNorms researchs
Courses evaluation
Pedagogical supportsITC services management
Staff members ITC trainingO n line contents
Technical assistance
ICT structures duties in institutions
6
6
1
1
0 2 4 6 8
Less than 300 000
Between 1,5 M and 1,8 M
Between 1,5 M and 1,8 M
More than 1,8 M Budgets dedicated to "e-learning"
0
10
20
30
40
50
60
%
Average annual financial resources
in relation to the budget
of the institutions
05
1015202530354045
Surveys Evaluation Scientificresearch
Yes
Underway
Planned
aa
No
Different kinds of studies on ICT use in institutions
HSS
aa
Informatics
None
O thersciences/disciplines
Research in Education
by disciplinary sectors
0 5 10 15 20
Others
aaSimulations
RegistrationsTime Manag.
Self-correc°
Moral supp.Pedago. Help
DownloadingOn line Info°
%
Learners’ activities in "e-learning" programmes
0 5 10 15 20
Video streaming
Training tools
Forum
Tests
Chats
Ped. supports
Platform
aa
%
Technical tools used
in "e-learning" programmes
0 10 20 30 40 50
Libraries
Registration
Administration
Communication
aa
%
Other service supplies
0
5
10
15
20
Low or very low High or veryhigh
Teachers
Students
e-learning degree of acceptance by teachers and students
0 10 20 30 40
Decis. makersTraining
InfrastructuresOthers
FundingICT cultureMotivation
aa
%
Difficultieswhen starting a scheme or programme
aa
Go on
Under way
Conditional onhome fundingConditional onpublic fundingStop
Predictions relative to the future of programmes
Future +
Future -
Doubts