Forget about ebusiness - the new buzzword is e-learning and the likelihood is that most of us are going to be involved with it at some time or other. Thanks to the Internet and the development of interactive multimedia programmes, the delivery of education is being revolutionised. Indeed, some experts believe that education - much of it delivered via the Web - is set to become the biggest industry in the world. It is estimated that the worldwide spend on education is currently $1.5 trillion and will double in the next five years, according to a report in the Guardian.
All over the world, universities are banding together to develop e-learning programmes. Fears have been expressed that online programmes offered by big name institutions could mean that smaller, less prestigious universities will be wiped out. In Britain, the Higher Education Funding Council has embarked on a £200 million initiative to set up a British e-university. Here at home, though, educators are cautious.
"There's a lot of world-wide activity in relation to elearning," comments Dr Denis Bancroft, director of Oscail, the national centre for distance education. "However, there have been several examples of such enterprises coming a cropper. Although the technology and the resources exist, I think that maybe what's missing is the pedagogy. We need to find out how to use technology effectively to enhance learning." It's vital, Bancroft says, that education programmes offered online avoid replicating lecture-theatre delivery methods. Oscail, he says, is currently researching the type of pedagogy required. There is evidence that the use of technology can be counterproductive.
To be successful, distance education needs good quality, well-delivered material supported by tutorials, advice and counselling and an overall support system which will manage the programme. Bancroft points to recent Danish research on the use of video-conferencing in education. "The researchers found that unless students were involved every five minutes, their behaviour changed and they became spectators rather than participators. The teacher had to time-manage contributions to ensure that student behaviour didn't change. The research also showed that you can't have groups larger than 12."
Oscail offers undergraduate programmes in the humanities, IT and nursing studies as well as masters in management, via distance learning. These courses are currently paperbased but are increasingly using technology. A new MSc in Internet systems will be offered online to a restricted pilot group of students, shortly. According to Bancroft, Oscail is in negotiation with educational institutions in the Middle and Far East interested in using the centre's courses. Meanwhile, the Institutes of Technology are developing a £1.5 million pilot programme to deliver some diplomalevel modules in e-commerce, manufacturing and technology via the Internet.
"There's evidence in the US that people are signing on to elearning for particular skills or qualifications," says Dr Columb Collins, who is director of IT Tallaght. "There are not that many people signing on for full programmes. The ITs occupy a unique part of the education sector. We are particularly anxious to expand our brief to deal with people at work. If we can obviate some of the necessity to attend college it will make it much easier for people to take courses." The ITs intend to establish a central unit which will support the on-line initiatives. "If the pilot initiative is successful, the ITs will be acting co-operatively in the whole area of open and distance learning," Collins says.
Just one year ago, the HEA held a national symposium on open and distance learning. The HEA says it favours a "genuinely collaborative national model for ODL (open and distance learning)". The authority says it is involved in on-going discussions with the Department of Education and Science to enhance the role and operation of Oscail. The ITs, too, are keen to be brought under this umbrella.
The HEA is currently reviewing the demand for mature student places. "ODL", says the HEA, "might offer an ideal mechanism for delivering courses."
