Title: Beyond Ellusions: Opportunities and Challenges for Elearning in Global Markets
1- Beyond E-llusions Opportunities and Challenges
for E-learning in Global Markets
Richard Hezel President Hezel Associates
Stephen Guild Dean of Faculty Development City
University
Josh Mitchell Manager of Special Projects Hezel
Associates
WCET 2005
2About City University
- Founded 32 years ago
- Mission
- Relevant
- Affordable and convenient
- Accessible
- A global university
- Three schools
- Ten countries local partnerships
- Faculty are local and international practitioners
3About Hezel Associates
- Independent DL research consulting firm since
1987 - Research, Evaluation and Strategic Services
- Current special projects
- International DL research
- Interactive Quality Assessment Tool (IQAT)
Benchmarking DL
4Hezel Associates International Higher Education
Research
Global E-learning Opportunity for U.S. Higher
Education
Developing a Global E-learning Program From
Conceptualization to Implementation
5Todays Discussion
- Our organizations and interests
- Your interests
- Strategy in international pursuits
- Hezel Associates country research
- The City University development of its
international market
6The Global Market
- Global education market is worth 2.3 trillion
- Distance learning is the fastest growing
sub-sector - Global market for online learning growing to 215
billion over next 20 years - Source ThinkEquity
7City UniversityServing Education Needs
Internationally
- Limited access domestically
- Perceived value to U.S. degree
- Proliferation of programs
- Technological sophistication enables online
learning
8Accessing U.S. Higher Education
- Travel to U.S.-based institutions
- In-country U.S. programs
- Web-based (fully online or mixed mode)
9Positive Factors
- Response to student needs
- Response to student preferences
- Provides multiple modes of learning
- Program mobility
10Building a Global E-learning Program The
Strategic Process
- Determining market potential in target countries
- Assessment of institutional capacity
- Competitive analysis
- Compile data, make decisions
11Determining Market Potential
- Start with comprehensive list of countries that
are potential markets - Research each country to determine the
opportunity there - Narrow list of potential markets to a handful of
countries
12Researching Potential Markets
- Demographics
- Language
- Economics
- Technology
- Education environment
- Basic education
- Higher education
- Other factors
13Demographic Trends
- How is the population changing?
- Birth and death rates
- Emigration
- Examine multiple age groups
- Literacy and poverty rates
- Adult educational attainment
14Population Shifts
Malaysia
15Language Considerations
- What is the English-language speaking ability of
the population? - Accurate numbers hard to find
- Many European countries require English during
basic education - Japan - learning English does not mean mastering
English
16Economic Trends
- What is the state of the economy?
- What is the relative wealth of the population?
- Key consideration is ability to pay
- Consider in terms of total population
- India and China
- South Korea
17Technological Capacity
- Technology is an essential component of
e-learning - What infrastructure is in place?
- How many people have access to the internet, to
computers? - Internet penetration rates and numbers
- Singapore 68.3 - 2.4 million
- China 7.9 - 103 million
- Source Internet World Stats
18Basic Education
- Structure of the system?
- What percentage of the school-age population is
in school? - What percentage is completing school?
- Improving basic education is the top priority in
many developing countries
19Higher Education
- What is the structure?
- How is the number of institutions and students
changing? - Is supply meeting demand?
- How many students study outside of their home
country? - How many in the U.S.?
- What laws and regulations govern operation of
foreign institutions?
20Other Factors
- Any other factors that influence the ability to
deliver an e-learning program? - Cultural issues
- Political issues
21Back to the Strategic Process
- Determining market potential in target countries
- Assessment of institutional capacity
- Competitive analysis
- Compile data, make decisions
22Institutional Capacity
- Ascertain the abilities, capacities, and
interests of key stakeholders at your institution - Identify any existing relationships
- Identify potential program offerings
- Departmental, faculty and administrator buy-in?
- Technological and student support capacity?
23Competitive Analysis
- Narrow list to a handful of programs to offer to
a handful of countries - In-depth market research competitive analysis
- Identify current providers
- Gather information on providers
- Determine market demand
24Compile Data, Make Decisions
- Which markets provide the best opportunities for
each potential program offering? - Determine mode of delivery
- Partnering
- Is a partnership beneficial?
- Find a partner, nurture the relationship
25City University Programs
- Face-to-face
- Full web-based/online
- Mixed mode/combo/hybrid
26Web-Based Programs Background
- Began with the School of Management programs and
courses now online in all three schools - Uses Blackboard platform
- Part-time instructors 95 have received training
through a specially designed 6-week course
27Canada
- Using mixed mode/combo for MACP
- Provides distance learning for individuals in
remote areas, preventing relocation - Majority of program is online several weekend
sessions spaced throughout program
28China
- Partnership with Beijing University of Technology
- Uses a modified mixed mode for 6-week courses in
the program - Instructor uses for managing interactions
(communication, assignments, etc.) before and
following on-the-ground seminar
29Slovakia
- Partnership with Vysoka Skola Manazmentu
- Substantial distance learning program
- Use internally design bulletin board for
communications and posting of assignments. - Face-to-face class meetings in some cases
30Other Partnerships
- Partnerships
- Mexico CETYS
- Greece TEI
- Portion of program at host institution
- Team of instructors from U.S.
- Online course portion
31Some Research Findings
- Different cultural assumptions and values
- Inappropriate for student to question instructor
- Student as co-creator of knowledge may not be
typical - Student from communal cultures may be
uncomfortable in classes valuing individual - In one study, Taiwanese students ranked
instructors high when they met the role
expectations
32Some Issues
- Course design how and by whom
- Instructor training how much and for whom
- Technological issues
- Instructor and student concepts of learning and
teaching online role expectations - Cultural issues of expectations, written language
skills, appropriate behavior, roles
33Contacts
- City University
- Stephen Guild
- sguild_at_cityu.edu
- 425-709-5337
- www.cityu.edu
- Hezel Associates
- Richard Hezel
- richard_at_hezel.com
- Josh Mitchell
- josh_at_hezel.com
- 315-422-3512
- www.hezel.com/globalreport