My concern about the online MSc is to ensure we do it well. There is a lot of e-learning out there of poor quality, and I would like ours to be the best we can make it. Therefore it is very important we do our thinking, research and planning so that we know how we should proceed and make it a success. It would be possible to revamp the existing subjects, but I feel we need to start with the learners/stakeholders rather than the content. Some small scale research might enable us to then go forward with confidence, having thought about as many of the issues as possible.
I have set out some of the issues in the earlier postings on this weblog, so this log is a summary of my thoughts so far.
Tuesday, March 08, 2005
Another MSc online programme
Found another online MSc programme from Aberdeen Business School at Robert Gordon University (UK) who offer an International Tourism Management PgCert/PgDip/MSc. Recognized by the Hotel and Catering International Management Association, and costing £6,240 is is available on campus and online.
Monday, March 07, 2005
The Competition
A review of other online or distance Master programmes in hospitality, hotel and tourism management shows a handful of (mainly US) institutions offering master programmes, and these include:
The University of Nevada, Las Vegas. Offers a two-year Hospitality Master program of 10 courses delivered online. Faculty use hospitality and general business examples and students' job experiences to relate courses to the real world. The Internet is used as the medium to deliver course material.
George Washington University. Offers a Master of Tourism Administration Degree (online). Each class session contains a condensed lecture of 15 minutes in length, downloadable lecture slides, reading assignment, class discussion topic.
Auburn University. The Department of Nutrition and Food Science, which is part of the School of Human Sciences, offers graduate study leading to a Master of Science degree with emphasis in hotel and restaurant management (HRM).
University of North Texas. Hospitality Management program requirements include a minimum of 24 semester hours within the 36 hours required for a Master of Science degree. Eight courses are delivered asynchronously using Web CT.
University of Houston. Conrad N. Hilton College of Hotel and Restaurant Management offer a Masters in Hospitality Management On-line.
Hibernia College (Ireland) in conjunction with the IHF provides a distance programme in Hospitality Management.
Florida International University. Offers a Master of Science in Hospitality Management - Executive Master's Track degree from FIU School of Hospitality and Tourism Management. The Executive Master's Track Distance Learning Program is a 22-month degree program with 10 courses / 30 credit hours of graduate work. The cost for the Program is US$20,000, which includes classroom instruction on CD-ROM supplemented with Internet-based learning, course materials, support services, and miscellaneous fees.
Other hospitality & tourism online learning programmes
Cornell University (e-Cornell) Offers a Master Certificate in the Essentials of Hospitality Management - 7 online courses of 15 hours each and a Master Certificate in Foodservice Management – 8 online courses. (cost US$6864.00)
American Hotel and Lodging Educational Institute. Offers single hospitality courses and a Hospitality Management Diploma online.
University of Massachusetts. Offer an online Certificate in Hospitality and Tourism Management. It includes general management courses and introductory courses from each of the three areas of specialization within the Hospitality and Tourism Management degree program.
Southern New Hampshire University. Distance Education in conjunction with the School of Hospitality, Tourism and Culinary Management offers a 14-course, 42 credit Master of Science program in hospitality administration.
The University of Nevada, Las Vegas. Offers a two-year Hospitality Master program of 10 courses delivered online. Faculty use hospitality and general business examples and students' job experiences to relate courses to the real world. The Internet is used as the medium to deliver course material.
George Washington University. Offers a Master of Tourism Administration Degree (online). Each class session contains a condensed lecture of 15 minutes in length, downloadable lecture slides, reading assignment, class discussion topic.
Auburn University. The Department of Nutrition and Food Science, which is part of the School of Human Sciences, offers graduate study leading to a Master of Science degree with emphasis in hotel and restaurant management (HRM).
University of North Texas. Hospitality Management program requirements include a minimum of 24 semester hours within the 36 hours required for a Master of Science degree. Eight courses are delivered asynchronously using Web CT.
University of Houston. Conrad N. Hilton College of Hotel and Restaurant Management offer a Masters in Hospitality Management On-line.
Hibernia College (Ireland) in conjunction with the IHF provides a distance programme in Hospitality Management.
Florida International University. Offers a Master of Science in Hospitality Management - Executive Master's Track degree from FIU School of Hospitality and Tourism Management. The Executive Master's Track Distance Learning Program is a 22-month degree program with 10 courses / 30 credit hours of graduate work. The cost for the Program is US$20,000, which includes classroom instruction on CD-ROM supplemented with Internet-based learning, course materials, support services, and miscellaneous fees.
Other hospitality & tourism online learning programmes
Cornell University (e-Cornell) Offers a Master Certificate in the Essentials of Hospitality Management - 7 online courses of 15 hours each and a Master Certificate in Foodservice Management – 8 online courses. (cost US$6864.00)
American Hotel and Lodging Educational Institute. Offers single hospitality courses and a Hospitality Management Diploma online.
University of Massachusetts. Offer an online Certificate in Hospitality and Tourism Management. It includes general management courses and introductory courses from each of the three areas of specialization within the Hospitality and Tourism Management degree program.
Southern New Hampshire University. Distance Education in conjunction with the School of Hospitality, Tourism and Culinary Management offers a 14-course, 42 credit Master of Science program in hospitality administration.
Support, tutoring and marketing
Administration and support
Management and administration are two of the vital elements in any e-learning programme. Before a programme is launched, systems must be put in place to promote, enrol and support the applicants. Systems for payment, monitoring and tracking must be developed. Technical support to the system, materials and learners must be set up and tested well before the programme is launched.
A well-developed LCMS contains all the essential systems to enable an organization to quickly get up and running. The important factor is to anticipate and plan for all eventualities and have the people trained and ready to handle the programme.
Tutorial support
Student support is vital to the success of e-learning, and the tutor plays the major role in providing a quality learning experience for the student. Tutors need to be trained in the skills of handling online learners, dealing with their problems and facilitating their learning. Online tutoring is a skill to be developed, and not all lecturers are suitable or trained to do it. There is a need to select the best tutors, and train those who have the academic skills but lack the tutoring or technical skills needed for the job. Motivating and encouraging learners is critical to the success of online learning, and the best tutors are those who do this well.
Assessment
Assessment is a vital area that needs to be carefully considered to ensure quality control and credibility for the awards offered. We need to ensure that we offer a rigorous assessment process that satisfies all stakeholders, and that adds value to our awards. The principles of quality online assessment differ very little from more traditional assessment. Validity, reliability, flexibility and fairness are still paramount in the online environment. The difference for online assessment is in the use of information and communication technologies. Instructors need to ensure that technology enhances rather than impedes quality in assessment practice.
Assessment activities need to be clearly linked to educational objectives to underpin the more effective use of online assessment methods. The instructional design stage should identify early in the design process what is going to be assessed and how learning and assessment will be integrated. This will then allow tools or technology to be selected based on an informed educational decision rather than on an attraction to the particular ease of an assessment method or tool.
Assessment is more than assigning students grades. Assessment can be used to provide data for improving teaching methods and for guiding and motivating students to be actively involved in their own learning. Assessment provides feedback to both Instructors and students about the extent to which the learning goals are being met.
Assessment should be both formative and summative in order to motivate and provide feedback to the learner on their progress. A range of assessment methods could be used depending on the subject and level. Pre and post multiple-choice tests are helpful in demonstrating progress. Self-tests and activities with feedback also reinforce the learning achievements and students’ understanding. Case study exercises, problem solving, workplace activities and other practical assignments can be used to assess students’ application of the learning. Other methods might include a portfolio of development activities, a learning journal and an online examination in real time.
Marketing and launch
It is essential that our online programmes be launched professionally and with all the facets in place so as to ensure the credibility and reputation of SHTM online studies. Therefore, time is needed to develop, market test and get feedback from the industry to ensure we are confident the units, modules or full programmes are to the highest quality.
The Development Process
Development of e-learning programmes is a systematic process. As discussed earlier, it would make sense to develop our programmes in small chunks, with our overall aim to complete a full programme. The strength of this approach is it enables us to test, experiment, evaluate and improve our work as we go along and release units or modules when we are ready. We can also collate different objects, units or modules together to meet unique needs of various identified student groups.
E-learning development normally follows the ADDIE (analyse, design, develop, implement, and evaluate) instructional design model. This is a basic model that holds true for any type of learning, including Web-based. For the purpose of SHTM, a proposed development is outlined in Appendix A for the online Master in Hotel and Tourism Management programme.
Facilitating the development process
To help SHTM develop outstanding e-learning a project team approach is suggested. This could be a team of practitioners (instructional designers, multimedia technicians and SME’s) supported by an advisory group of industry and learning experts drawn from the School and industry users in Hong Kong and overseas.
Development costs for the programme could come from a number of sources – internal and external. The basic costs would be staff remuneration, as the bulk of the work could be completed in-house. However, some additional expertise and costs would be incurred such as design, expert help, project assistance and purchase of systems. Sources for this could include the EDC, ODU, WTO, company sponsorship etc.
E-learning development normally follows the ADDIE (analyse, design, develop, implement, and evaluate) instructional design model. This is a basic model that holds true for any type of learning, including Web-based. For the purpose of SHTM, a proposed development is outlined in Appendix A for the online Master in Hotel and Tourism Management programme.
Facilitating the development process
To help SHTM develop outstanding e-learning a project team approach is suggested. This could be a team of practitioners (instructional designers, multimedia technicians and SME’s) supported by an advisory group of industry and learning experts drawn from the School and industry users in Hong Kong and overseas.
Financial considerations
Development costs for the programme could come from a number of sources – internal and external. The basic costs would be staff remuneration, as the bulk of the work could be completed in-house. However, some additional expertise and costs would be incurred such as design, expert help, project assistance and purchase of systems. Sources for this could include the EDC, ODU, WTO, company sponsorship etc.
Interactivity
The level of interaction determines to a high degree the perceived quality of any programme. Interaction can be integral to the course materials in the form of activities, questioning, feedback etc. Interaction with the School, the tutor and the support team will be one of the most critical factors in retention of the students, and the referrals received from satisfied customers. E-learning courses should aim for maximum interactivity within the bounds of cost, time and appropriateness. Time and cost of development of the component should be decided objectively as to whether it enhances or assists learning and not just looking good on screen. The time in developing a simulation needs to be weighed against the effectiveness of the simulation in helping learners apply or understand the event simulated.
E-learning needs interaction to counter the ‘distance’ between the learner, tutor and classmates. Interaction should occur as often as possible and be a natural part of the learning process. Scrolling through on-screen lecture notes or Powerpoint presentations or watching an on-screen lecture becomes a turn-off very quickly. Innovative ways to involve online learners in the learning process takes skill and imagination. There is a need to begin from a learner-centric rather than a content-centric position. Many lecturers are subject-centred, and it is hard for them to move from being the source of all learning to becoming learning facilitators. Major tools for student interaction include chat, discussion, online tutorials, polling and web logs to name a few. Evaluation tools could include self-tests, activities, portfolios, online projects, journals, quizzes and competitions.
The factors that influence interactivity are audience sophistication, type of learning activity and subject matter. What may appeal to an undergraduate student may not appeal to a student on a master programme as their learning styles and learning abilities will differ. Interactivity is also influenced by the nature of the subject matter. A scientific, creative or practical subject may benefit from simulation and demonstration. Less interactivity may be needed for a module on research methods. Media could include text (notes, readings, journal articles, lecture extracts), audio and video (extracts from lectures, interviews, discussion forum), applied activities (case studies, problem-solving), animated objects (diagrams, simulations, visuals) as well as other media (recorded online discussion, polling, self-tests and activities).
E-learning needs interaction to counter the ‘distance’ between the learner, tutor and classmates. Interaction should occur as often as possible and be a natural part of the learning process. Scrolling through on-screen lecture notes or Powerpoint presentations or watching an on-screen lecture becomes a turn-off very quickly. Innovative ways to involve online learners in the learning process takes skill and imagination. There is a need to begin from a learner-centric rather than a content-centric position. Many lecturers are subject-centred, and it is hard for them to move from being the source of all learning to becoming learning facilitators. Major tools for student interaction include chat, discussion, online tutorials, polling and web logs to name a few. Evaluation tools could include self-tests, activities, portfolios, online projects, journals, quizzes and competitions.
Learning Media
The factors that influence interactivity are audience sophistication, type of learning activity and subject matter. What may appeal to an undergraduate student may not appeal to a student on a master programme as their learning styles and learning abilities will differ. Interactivity is also influenced by the nature of the subject matter. A scientific, creative or practical subject may benefit from simulation and demonstration. Less interactivity may be needed for a module on research methods. Media could include text (notes, readings, journal articles, lecture extracts), audio and video (extracts from lectures, interviews, discussion forum), applied activities (case studies, problem-solving), animated objects (diagrams, simulations, visuals) as well as other media (recorded online discussion, polling, self-tests and activities).
Learning Objects
Learning objects are discreet units of learning that deliver a meaningful learning experience for the user. They can be linked together in appropriate clusters and are reusable for different scenarios. SHTM can minimize development time and cost and maximize utilization by developing content in this flexible way. Rather than develop a whole programme, we could aim at developing a number of small objects and build a whole stage by stage.
Learning objects can consist of various media and include a number of essential components. These would fall into five categories – theoretical knowledge (extracts from lectures, articles and readings), application of knowledge (checklists, simulations, report), context of application (case study or problem-solving), sharing of experience (discussion, chat, email communication, online tutorial) and evaluation of learning experience (exercise, questionnaire, test or examination).
When building learning objects we can produce and recompile them in different ways for executive development programmes, CPE, professional courses as well as building them together for full undergraduate and postgraduate programmes. The advantage of this approach is that it helps us to develop a bank of reusable resources steadily, and gives us the opportunity to use them flexibly as opportunities arise. The objects would all be catalogued as metadata each with an alphanumeric descriptor. The descriptor would provide a unique reference that also indicated how long the learner could spend completing the object and how much time was spent creating it. In this way we would be able to judge the course time and budget the production time and cost for a particular course.
See how e-Cornell describe their learning design in learning molecules...
Read about Learning Repositories here...
Learning objects can consist of various media and include a number of essential components. These would fall into five categories – theoretical knowledge (extracts from lectures, articles and readings), application of knowledge (checklists, simulations, report), context of application (case study or problem-solving), sharing of experience (discussion, chat, email communication, online tutorial) and evaluation of learning experience (exercise, questionnaire, test or examination).
When building learning objects we can produce and recompile them in different ways for executive development programmes, CPE, professional courses as well as building them together for full undergraduate and postgraduate programmes. The advantage of this approach is that it helps us to develop a bank of reusable resources steadily, and gives us the opportunity to use them flexibly as opportunities arise. The objects would all be catalogued as metadata each with an alphanumeric descriptor. The descriptor would provide a unique reference that also indicated how long the learner could spend completing the object and how much time was spent creating it. In this way we would be able to judge the course time and budget the production time and cost for a particular course.
See how e-Cornell describe their learning design in learning molecules...
Read about Learning Repositories here...
Learning Content Management Systems
WebCT
The Learning Management System (LMS) or Learning Content Management System (LCMS) – sometimes called Virtual Learning Environment (VLE) is of vital importance in ensuring quality of the learning delivery and support. Currently PolyU/HKCyberU uses WebCT as its LCMS. This system is well established in universities around the globe for a number of reasons. Firstly, it enables tutors with limited IT knowledge to upload learning content in various media to the portal. Secondly, it provides the basic tools for student support such as discussion, chat and networking. Thirdly, it provides the essential administrative tools to track progress, monitor assessment and manage students’ learning accounts. Overall, the system is well accepted and reasonably cost-effective. WebCT also has many limitations and though scores well on some counts it falls short in others.
Open Source LCMS
An innovative group of educators from universities around the globe are increasingly turning to Open Source technology to develop LCMS. Open source is when the source code of a computer program is made available free of charge to the general public. As well as a non-commercial development environment, it is also starting to challenge the leading commercial products with its user-friendly and easily upgradeable features. Open source may be the way that the education sector really takes a lead in providing a globally accessible learning system.
Some institutions have been developing non-commercial open source programmes that match or exceed the functionality and usability of WebCT and are now available to the worldwide educational community. The best examples are user-friendly for the developer as well as the student, cost-effective and are constantly evolving and improving as users share technical improvements with each other.
Speed and access
With broadband technology established globally, developing and delivering learning material in a variety of media is now possible. Lecturers (with support from technicians) should be able to develop a range of learning items ranging from standard text and graphics to audio, video, simulations and animations with less time and cost than before. This means that learning content can be richer in media, not relying on the standard Powerpoint on the web presentations. The development and use of learning objects is an important part of the developing resources that institutions can now develop and reuse in their courses. A section on learning objects will follow.
Authoring tools
Open source platforms give lecturers access to easy-to-use tools to develop their courses into e-learning mode. The platforms offer all the functions of the LCMS and the course development tools in an integrated suite.
Central or local LCMS
SHTM should consider having its own server to host and manage its e-learning programmes and thereby control the quality and integrity of its programmes. This would enable the School to develop its own identity and manage its potential overseas students more personally. Open source technology and LCMS makes this a practical and financially viable option to WebCT.
The Learning Management System (LMS) or Learning Content Management System (LCMS) – sometimes called Virtual Learning Environment (VLE) is of vital importance in ensuring quality of the learning delivery and support. Currently PolyU/HKCyberU uses WebCT as its LCMS. This system is well established in universities around the globe for a number of reasons. Firstly, it enables tutors with limited IT knowledge to upload learning content in various media to the portal. Secondly, it provides the basic tools for student support such as discussion, chat and networking. Thirdly, it provides the essential administrative tools to track progress, monitor assessment and manage students’ learning accounts. Overall, the system is well accepted and reasonably cost-effective. WebCT also has many limitations and though scores well on some counts it falls short in others.
Open Source LCMS
An innovative group of educators from universities around the globe are increasingly turning to Open Source technology to develop LCMS. Open source is when the source code of a computer program is made available free of charge to the general public. As well as a non-commercial development environment, it is also starting to challenge the leading commercial products with its user-friendly and easily upgradeable features. Open source may be the way that the education sector really takes a lead in providing a globally accessible learning system.
Some institutions have been developing non-commercial open source programmes that match or exceed the functionality and usability of WebCT and are now available to the worldwide educational community. The best examples are user-friendly for the developer as well as the student, cost-effective and are constantly evolving and improving as users share technical improvements with each other.
Speed and access
With broadband technology established globally, developing and delivering learning material in a variety of media is now possible. Lecturers (with support from technicians) should be able to develop a range of learning items ranging from standard text and graphics to audio, video, simulations and animations with less time and cost than before. This means that learning content can be richer in media, not relying on the standard Powerpoint on the web presentations. The development and use of learning objects is an important part of the developing resources that institutions can now develop and reuse in their courses. A section on learning objects will follow.
Authoring tools
Open source platforms give lecturers access to easy-to-use tools to develop their courses into e-learning mode. The platforms offer all the functions of the LCMS and the course development tools in an integrated suite.
Central or local LCMS
SHTM should consider having its own server to host and manage its e-learning programmes and thereby control the quality and integrity of its programmes. This would enable the School to develop its own identity and manage its potential overseas students more personally. Open source technology and LCMS makes this a practical and financially viable option to WebCT.
Learning Mode?
In order to cater to our potential audiences, we need flexibility in the programme design, delivery and assessment. The programme should therefore seek to be as flexible, modular and reusable as possible in order to be able to package, market and attract a wide range of students from around the globe. We also need to ensure quality so as to gain a reputation for quality programme content and delivery. The learning mode should maximize access and enable students to have wide choice in their studies to meet their personal academic and professional aspirations. We should try not to be confined by the constraints of ‘the programme’ but be led by the needs of our audience and our marketplace (the world). We should try to become ‘customer-centric’ rather than ‘content-centric’ or ‘programme-centric.’
We should take a medium to long term view, rather than short-term approach. In other words, rather than revamp or upgrade the existing MSc subjects, we should try to develop the online material as reusable objects in modular format so as to minimize the overall development cost/time and maximize the usage.
We should take a medium to long term view, rather than short-term approach. In other words, rather than revamp or upgrade the existing MSc subjects, we should try to develop the online material as reusable objects in modular format so as to minimize the overall development cost/time and maximize the usage.
Who might be interested?
The target audience could include the following:
a) Local MSc students
- Current students – as supplementary and supporting material
- New students – using a blended mode or to enable flexible enrolment.
b) MSc Students in Mainland China
- Students on a flexible, blended or block mode programme.
c) Overseas MSc students
- Students on a full online programme
d) Local professionals
- Students on a modular, flexible online programme leading to either a full Pg degree or taking individual subjects
- Local professionals taking units (or a full subject) as professional or executive development in blended, or fully online mode
- Executive development
e) Overseas professionals
- Professionals overseas enrolling for short certificated CPE or executive development programmes.
a) Local MSc students
- Current students – as supplementary and supporting material
- New students – using a blended mode or to enable flexible enrolment.
b) MSc Students in Mainland China
- Students on a flexible, blended or block mode programme.
c) Overseas MSc students
- Students on a full online programme
d) Local professionals
- Students on a modular, flexible online programme leading to either a full Pg degree or taking individual subjects
- Local professionals taking units (or a full subject) as professional or executive development in blended, or fully online mode
- Executive development
e) Overseas professionals
- Professionals overseas enrolling for short certificated CPE or executive development programmes.
Friday, March 04, 2005
Kicking off
So here we go. Today in Hong Kong it is cold (9 degrees) and wet - raining heavily!
I have been looking at the framework for an e-learning system in School of HTM, and am becoming more convinced that the future (particularly in the education world) is to go 'open-source.' It seems there are two main routes - those who use proprietary systems such as Blackboard or WebCT and those who have embraced open source (OS) technology. Proprietary systems have helped many institutions get online, but I have not been impressed by the quality of the products or the user-friendliness of the systems.
The learning content management system (LCMS or LMS) is one of the keys to quality. It enables instructional designers, tutors and others to generate learning content, and it provides the infrastructure to host, manage, administer an support the online learners. The great thing about OS is that it is now surpassing the proprietary systems in useablity and features, and not only are systems free, but they are constantly evolving and adding new features as users and developers around the world add to the code.
Have a look at some of the open source LCMS -
Moodle
Manhattan Virtual Classroom
ATutor
and see a review of online classrooms.
Any comments?
I have been looking at the framework for an e-learning system in School of HTM, and am becoming more convinced that the future (particularly in the education world) is to go 'open-source.' It seems there are two main routes - those who use proprietary systems such as Blackboard or WebCT and those who have embraced open source (OS) technology. Proprietary systems have helped many institutions get online, but I have not been impressed by the quality of the products or the user-friendliness of the systems.
The learning content management system (LCMS or LMS) is one of the keys to quality. It enables instructional designers, tutors and others to generate learning content, and it provides the infrastructure to host, manage, administer an support the online learners. The great thing about OS is that it is now surpassing the proprietary systems in useablity and features, and not only are systems free, but they are constantly evolving and adding new features as users and developers around the world add to the code.
Have a look at some of the open source LCMS -
Moodle
Manhattan Virtual Classroom
ATutor
and see a review of online classrooms.
Any comments?
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