Divine Word University (DWU) has now an e-learning centre going by the suggestive name of “evision 2050”. The building and e-learning-mediating technologies and support resources contained therein are part of DWU’s institutional strategy to offer more Papua New Guineans knowledge and learning. This contribution to increase HE access is needed to support the National 2050 Vision goals, the achievement of which will need some 265 000 skilled workers beyond 2030 according to the Office of Higher Education.
Having facilities such as the “evision 2050” centre would suggest that it is technically possible for Papua New Guineans to enrol in programs offered online by universities both within Papua New Guinea (PNG) and internationally- even from the top ranked universities in the world.
Whilst e-learning holds out exciting possibilities to Papua New Guineans, the question is whether having a building equipped with ICT technologies and electronic databases mean that DWU and another other institutions that may have just established such facilities, can immediately launch into online or e- learning provision of higher education.
What some eminent experts on e-learning say, even as they applaud the public good that online learning offers, not only poses a challenge for DWU and other PNG universities considering the online program offering option but also carries a caution that Papua New Guineans interested to study programs offered through this mode should sit up and take note.
One of the key concerns is with the quality of online programs. In short, the concern is with how well the content is designed for this mode of delivery. Content that is designed for use for traditional on site learning cannot simply be transferred as is to the online learning space.
Tony Bates (PhD) CEO of Tony Bates Associates Ltd, a private company specializing in consultancy and training in the planning and management of e-learning and distance education, writes that program content needs to be “designed for independent study and therefore easy for learners (and faculty) to use”. Dr Bates explains that the design of content should be done with the principles of distant learning in mind. It should not be made up of mainly PowerPoint slides, lecture notes, recorded 50 min lectures and pdf files. He further states: What makes a lot of open content ugly is the lack of design or adaptation to make it suitable for independent or distance study or for third party use.
Keith Hampson (PhD) founder of LinkedIn group “Higher Education Management Group” explains what he sees as the key determinant of quality of online programs:
In most cases, high quality content requires significant investment, a team of specialists, and a true division of labour - none of which are in place at traditional universities. Yes, it's possible for the lone academic to produce inexpensive, home-grown content - but it's always going to be the exception, and exceptions should not serve as the basis of policy or institutional strategy.
Dr Hampson’s view is in line with what a panel of e-learning experts from three public universities in the US expressed at the 8th Annual Sloan Consortium Blended Learning Conference Workshop held between 29-29 March, 2011. It was reported in The Chronicle of Higher Education that panellists expressed that one of the problems with starting online programs is that it "can mean significant upfront costs for technology, training, and instructional designers".
For PNG and its institutions of higher learning to adopt online learning as part of their strategies to increase access to higher education, their will require meaningful investment in both instructional design expertise and ICT technologies required to deliver quality programs. PNG higher education policy makers will also need to provide policy guidelines to assure quality of online teaching and learning.
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