E-learning: encouraging international perspectives. A Mexican-UK comparative case study analysis.

E-learning has been an important topic for more than a decade, but the area is still evolving. The increased use of information and communication technologies (ICTs) in higher education systems, has major implications for instructors, learners and institutions. Ultimately, the goal, and the very nature of e-learning, is that a continuity of learning experience is delivered on a potentially global basis. Understanding the differences that exist on opposite sides of the world is one way of moving towards the development of e-learning materials, processes, and procedures that have global utility. Data from two research projects, one from the UK and one from Mexico are used to draw country comparisons. The article discusses four elements identified as having most affect on the learner experience and ultimate success of teaching practice: namely, (a) the delivery style of the pedagogic method of virtual learning itself, (b) the role of the instructor, (c) the software used, and (d) the experience of team teaching. After reviewing dominant theories and models of e-learning, the article takes an empirical approach to identify key issues in an international comparison of e-learning approaches. Research findings suggest that once the student is fully engaged in the e-learning experience, a pathway to successful learning can be established.

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Although e-learning has been an important topic within education and training for more than a decade, it is probably fair to say that the development of this style of learning is still evolving. The introduction of the use of information and communication technologies (ICT) in the delivery of education has major implications for instructors, learners, and higher education institutions (HEI) (Meredith & Newton 2003) It produces multi-faceted changes; in the instructors role, the learner experience, and in the way that both parties learn to interact with technology.

A further important consideration is the fact that the growth of ICTs in education is a global phenomenon (Laurillard 2002; Phipps & Merisotis, 1999; Higher Education Funding Council of England [HEFCE], 2000; Burkle & Sayed, 2001; Wende, 2002) and this creates a competitive market for the provision of "borderless higher education" (HEFCE, 2001; Lenn, 1998). An effect of this could be that different institutions around the world are constantly reinventing the wheel and producing courses or training on the same topic but of very varying standards. A consequence of this is that a variety of approaches and models have evolved on an international basis (Laurillard, 2002; McBain, 2001; Sloman, 2001; Collis & Moonen, 2001). Which of these approaches and models offer optimum benefits for the learners remains an unknown and it is likely that each approach offers different benefits dependent on the perception of the end-users' requirements.

Ultimately, the goal, and the very nature of e-learning, is that a continuity of learning experience is delivered on a potentially global basis. Understanding the differences that exist on opposite sides of the world in the e-learning process is one way of moving towards the development of e-learning materials, processes, and procedures that have global utility.

While there is potential for major benefits for all concerned, in terms of gaining a high quality, cost effective, standardized e-learning product and experience, it also continues to set a challenge for providers to develop new strategies for teaching and learning and raises fundamental questions about the learning process. Within the UK a debate still flourishes on whether electronically-based education will enhance student learning and be more cost effective for institutions, or pose a risk in both financial and pedagogic terms (Bacshich & Ash, 1999; Sloman, 2001). As Wende (2001) pointed out, regarding the implementation and effects of ICTs, a variety of differing views and opinions have emerged. One end of the spectrum perceives ICTs as "really changing education," while there is an opposite view that ICT has "little effect." But what is the opinion of those most affected by this revolution namely the learners? And how can such information be used to inform and support international cooperation in allowing full maturity of the e-learning industry to evolve?

DEFINING E-LEARNING

E-learning has yet to be widely accepted as the term to describe technologised learning in all its forms. Authors agree that a single definition for e-learning has yet to be found (Selinger & Pearson, 1999; Sloman, 2001; Chartered Institute of Personnel & Development [CIPD] report; 2001; Rosenberg, 2001). A range of terms such as "tele-learning" (Collis, 1996), "telematics" (Selinger & Pearson, 1999), "online learning" (Salmon, 2000, 2002), "distributed learning" (Bates, 1999), "flexible learning" (Collis & Moonen, 2001), may all point to a similarly conceived educational experience.

The concept of e-learning suffers from the fact that it has numerous definitions and interpretations. Deciding upon which definition fully encapsulates the concept is not an easy task. At a basic level it can be defined as the use of technology to deliver or support learning. E-learning bridges distance, but goes beyond anything that conventional distance learning offers (e.g., through correspondence or CD ROM courses). For Rosenberg (2001) it is based upon three fundamental criteria:

1. It is networked, capable of instant updating, storage/retrieval, distribution and sharing of instruction and information.

2. It is delivered to the end-user via a computer -- using standard internet technology

3. It focuses on the broadest view of learning -- learning solutions that go beyond the traditional paradigm of training.

This definition appears to be endorsed by others (McFadzean & McKenzie, 2001) who describe the learning through computer-mediated communication (CMC) as the transmission or reception of information through a networked computer system using web-based or collaborative software.

Collaborative learning occurs when learners use this technology to interact with each other and to gain access to a wide variety of resources. It is the potential it offers to learners for collaborative working and in accessing an almost infinite, reconfigurable and constantly updated information source, perhaps structured around a core course delivered by instructors/facilitators that constitutes the major strength of e-learning (Hiltz, 1990). However, when developing electronically delivered courses, tapping into the learner experience to gain an understanding of the weaknesses must be given equal consideration as the strengths (Bruffee, 1999).

For Sloman (2001), it is the idea of connectivity that best describes e-learning: "e-Learning is emerging as the term referring to the learning technology that takes advantage of connectivity ... learning delivered or received mainly through the internet, intranets, extranets or the web" (p. 55).

Collis and Moonen (2001) prefers the term "flexible learning" and used it to describe a shift away from "situated learning," that offered "the learner a range of options' in their studies." "Flexibility is applied with regard to 'time, content, entry requirements, instructional approach and resources, and delivery and logistics'" (p. 10).

While this does not specifically mention the role of e-learning, implicit in opening up these options to students, is the role of technology.

Morris and Rippen (2002) recognized the range of meanings inherent to the term e-learning and grid their concept of e-learning in terms of hardware, software, users, and location. This produces a functional framework definition for e-learning. However no weighting is given to any of the concepts in the framework thus the potential to connect dispersed groups of learners, to develop new forms of interaction in the learning experience and provide greater flexibility to the learner appear equal to the use of internet, intranet, telephone, and broadband technologies.

The definition of e-learning we propose for this study, is a hybrid, taking into account the connectivity with information and people described by Sloman (2001), with an emphasis on social aspects of learning (Salmon, 2000). The underpinning technologies are important, that end-user computing and use of the internet are so ubiquitous, there can be little argument that e-learning can be delivered through them (Rosenberg, 2001). In this article e-learning is learning facilitated by internet and www technologies, delivered by way of end-user computing, that creates connectivity between people and information, and creates opportunities for social learning approaches.

The Drivers for Change

Rosenberg (2001) pointed out that "the history of using technology for learning is replete with promise and disappointment" (p. 20). He discussed various media that others have predicted would replace textbooks and classroom teaching: film, radio, television, and videotapes. This poses the question of what is the difference between these tried technologies and the e-learning revolution (Sloman, 2002). Castells (2000) answered this question in a very definite way. A technological revolution, of which e-learning is a part, is seen by Castells to be an event of historical significance which has "transformed the social landscape of human life" (p. 391). Centred around information technologies and the power that they increasingly wield within the global economy, it can be asserted that e-learning has drivers that previous learning technologies lacked. A review of literature reveals a multiplicity of factors that drive the revolution, and these are illustrated in Figure 1.

E-learning can be seen as both a result of rapid technological change and as a response to the changes happening in culture and society. The shifts towards an information society (Castells, 2000), e-governance (Holzer, 2001), learning organizations and knowledge workers are facilitated by the use of technology. E-learning itself is viewed as an enabler of a shift from discreet, units of training to continuous learning (Sloman, 2001). Education, through the use of technologies in learning, is helping prepare members of society for this new information age. Part of the promise of e-learning is the connection of dispersed groups of learners and individualized curricula that can deliver "just-in-time" learning on a global basis and this enables corporations to create development structures that reflect the global nature of their business.

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RESEARCH FRAMEWORK

Based on the literature framework presented previously, comparative research was carried out in Mexico and the UK to analyze the impact of technologies in the process of teaching and learning. The criteria for the countries chosen were based on these assumptions:

1. that there is an interest of comparison between the country with more tradition in distance learning and technologies with a developing country strategies;

2. that there is a need to transfer expertise from a country with tradition in technologies for learning to a country which is still in the process of implementation and development of these strategies;

3. rich data was available to develop two interesting case studies; and

4. researchers' personal interest in comparative studies.

In linking issues that appeared in the literature review, there was an important decision to make: which categories of analysis will be the more appropriate to link the literature with the empirical research carried out in the field. Although four categories have emerged, it is important to underline the fact that these categories do not cover all the possibilities of analyzing the experience of e-learning or the data explored. They are merely the factors that appeared most prominent during the research.

The categories suggested are the following:

1. strengths and weaknesses of e-learning courses;

2. instructor and student interaction;

3. different models of learning delivery; and

4. experience of team teaching.

Strengths and Weaknesses of Virtual Learning

There is a perception that the use of ICT in education will always be of benefit in higher education institutions. However, good use of ICTs is sometimes failing to occur because of a lack of comprehensive policies and strategies (Flowers & Reeves, 2004). This leads to a lack of continuity in the quality, learning experience, and benefits received both by students and the institutions. Where institutional policy is strong and united within an organization, an oasis of excellence can emerge, and adoption, introduction, and change to e-learning modes of teaching are likely to be more successful (Broadbent, 2001).

Courses run using ICTs tend to be isolated experiments, and are hence often not part of a whole university based plan. (Collis & Moonen, 2001). Literature on the subject (Applebome, 1999; Bates, 1999; Harasim, 1994) suggests the following as major strengths and weaknesses. Table 1 presents a summary of the strengths and weaknesses of e-learning found in the literature.

Instructors and Students Interaction

Perhaps the most important factor that e-learning has brought to the instructor--student relationship is the potential for a high level of flexibility of interaction and communication. Instructors are freed from both time and geographic constraint and are able to contact students whenever they wish, from wherever they wish, answer questions and even mark and give results of assignments. Moreover, e-learning facilitates the transformation from a vertical model of education to a horizontal relationship with the instructor. In this horizontal mode, students relate with the instructor as a facilitator in a synchronous or asynchronous framework. This new interaction changes the nature of contact time allowing more participation among students (Holley & Haynes, 2002; Salmon, 2000) and more time to contact the instructor outside the lecture hours.

For the students, the possibility of accessing the instructor through e-mail or other asynchronous software allows them to organize their time schedule in a flexible way. Learners can save communications, forward messages to other students, contact and communicate with the instructor when he/she is away. Distance and time are rapidly becoming irrelevant in the teaching process and hence no longer a barrier to the learner or the instructor. Furthermore, the e-learning mode empowers the learner (Collis & Moonen, 2001; Tyner, 1998). The use of the technology itself offers students more choices and new responsibilities. Students are expected to be more self-directed and more self-motivated.

Different Models of Learning Delivery--Computer Conferencing and Website

E-learning could be delivered through the use of different course authoring tools, such as WebCT or Blackboard or in combination of other computer-mediated technologies, such as computer conferencing (Pallof & Pratt, 2001). Computer conferencing enables the development of a time and location-independent learning environment that, with the use of images and sound, may simulate educational interactions, both cognitive and affective, that occur oncampus. Harasim (1990) underlined the fact that computer conferencing has found important practical application in education, including delivery of university and graduate credit courses.

Experience of Team Teaching

Daniel (1996) emphasized the importance for "new model universities" to operate in a variety of partnerships. In fact one of the key differences between traditional modes of teaching and virtual ones, is the fact that a virtual (online) lecture is produced by a team. This team is formed by a group of people who are in charge of the different elements in the design of an electronic course, such as the instructor, the website designer, the instructional designer (a person in charge of the educational design of the multimedia educational material), and so forth. The use of the computer and the Internet changes the isolated experience of teaching. By doing team teaching, the instructor is no longer the "knowledge holder" as he/she shares this knowledge not only with the team but also with the learners. This new position of facilitator or "expert participant" (Sfard, 1998) is enabled not only by the technology itself but also by the group of colleagues who act as team members in the facilitation of knowledge.

As the instructor's role changes in team teaching, so does the role of the professionals who assist the instructors designing their courses (Collis & Moonen, 2001). The major goal of this team of people is no longer to transmit educational contents, but to design activities. They are not there to design multimedia materials but to design and develop tools that can be use in those situations in which students take an active part.

Students and Instructors Use of the Internet for Virtual Learning

The access and use of the Internet that e-learning provides represents for the learner a possibility of interaction with different sorts of activities provided by the website. Groups come together outside the university environment and share workplace tools. Furthermore, the Internet provides learners with different sorts of software and different sources of information that facilitates the course enrichment and the interaction with distance colleagues.

As Harasim pointed out, apart from enhancing and expanding educational access, "computer-mediated communications suggest significant potential for effective new learning and research interactions" (Harasim, 1994).

Students may connect, using the Internet, with experts in their field of study, other universities, and learning communities, or discussion groups that have formed around interest in the area under study. As they do this, their ability to use these skills while working in other course areas also increases (Paloff & Pratt 2001).

Empirical Evidence. A Case Study Perspective

The research followed a case study methodology. Stake (2000) maintained that case studies have become one of the most common ways to do qualitative inquiry. Merriam (1998) emphasizes that the interest of the case study framework is in the process rather than outcomes, in context rather than a specific variable, in discovery rather than confirmation. According to Cohen, Manion, and Morrison (2000) the case study approach is used when researchers want to:

* portray, analyze, and interpret the uniqueness of real individuals and situations through accessible accounts;

* to catch the complexity and situatedness of behaviour;

* to contribute to action and intervention; and

* to present and represent reality--to give a sense of "being there" (Cohen et al.).

Case studies are differentiated from other types of qualitative research in that they are intense descriptions and analyses of a single unit or bounded system (Merriam, 1998). The single most defining characteristic of case study research, lies in delimiting the object of study, the case, as a single unit, a thing, an entity around which there are boundaries.

There are many types of case studies. Yin (1984) identified three such types in terms of their outcomes: (a) exploratory (as a pilot to other studies), (b) descriptive (providing narrative accounts), and (c) explanatory (testing theories). Merriam (1998) also identified three types: (a) descriptive (narrative accounts), (b) interpretative (developing conceptual categories to examine initial assumptions), and (c) evaluative (explaining and judging). Merriam defined descriptive case studies in education as "those that present a detailed account of the phenomenon under study" (p. 38). Interpretative case studies are used to develop conceptual categories or challenge theoretical assumptions held prior to the data gathering. Evaluative case studies involve description, explanation, and judgment.

The research methodology for this case study in particular included data from three sources: documents, interviews, and observations (Figure 2). The following part of this article presents information on the two case studies sites.

The Mexican Experience

Research was carried on in Mexico at the Monterrey Institute of Technologies (TEC) during August-November 2000, and October 2001. The TEC is a Mexican private university with 33 campuses in Mexico and 9 other countries in Latin America. Founded in 1943 by a group of Mexican entrepreneurs, computers have been incorporated in their teaching process since 1997.

The TEC as a university using technologies is innovative as it does not only use one technology at a time (TV, video, computers, online materials) but uses multiple technologies simultaneously, reaching potentially 84,000 students. The TEC is the only Mexican university massively applying the use of computers into their teaching model. This use of computers seeks the interaction between instructors and learners through a computer mediated learning process. Undergraduate students receive their lectures through a mixed mode that combines teleconferencing lectures with website courses. Registered students in the first and second year of their bachelor degrees, use a mixed face-to-face and computer-supported mode while registered students at the third and fourth year cohorts use a combine online/teleconferencing mode.

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A qualitative methodology was carried out to explore the experience of using technologies for teaching and learning among undergraduate students at the TEC. The research instruments combined three methods:

1. Interviews. A total of 24 instructors and 62 students were interviewed. Open-ended interviews were conducted with both distance students and virtual instructors in the Department of Engineering and Computer Sciences and the Department of Business and Management. Students were asked about their skills and confidence to use computers, their interaction with the distance instructor, their participation in online learning, engagement and motivation in collaborative work, and future benefits of the use of technologies in the workplace.

2. Lecture room observations

3. Document analysis

Strengths and Weaknesses of Virtual Learning

Even though instructors and students stated that the teleconferencing/online mode demands from them more work than the work they performed in the traditional mode of teaching and learning, they both agreed regarding the advantages that this kind of teaching and learning brings compare to traditional modes. Instructors were now considered more like facilitators and not like knowledge holders, while the students were able to access an enormous amount of information. Furthermore, students in this model engaged in collaborative work activities with their distance partners and participated in group discussion.

Instructors and Students Interaction

The presence of technologies in the lecture room was considered of vital importance regarding the possibility of interaction between the virtual instructor and the student. In the so-called "virtual lecture room," students received a lecture from a distance instructor who would transmit it through teleconference. Inside the lecture room, students had a TV monitor with a satellite connection to the remote site, a computer with connection to the Internet and a telephone line. Therefore communication with the instructor was seen as permanent as students may contact their instructors through e-mail as often as they needed to, either during the lecture itself, or after it. Most of the instructors agreed that their distant students value a permanent contact with them. However, distance students complained that the interaction with their instructors was not as efficient as it should be and that virtual instructors should attend the work of more than 500 students at once. The cause of this problem was the fact that an educational policy was developed at the TEC level that requested instructors with PhDs to lecture undergraduate courses in some areas. As a new university, the TEC did not have enough PhDs and therefore those teachers who did, should transmit their lectures through a satellite connection that reached a number of groups in different locations. (1)

Different Models of Learning Delivery--Teleconferencing and Website

At the TEC, a mixed mode of learning delivery was used. The lecture was transmitted in a computer conferencing mode while the students accessed the course materials through a website. Students spent three hours a week inside a virtual room where they received the satellite transmission of the lecture and complemented this session with readings and research done on the Web. Furthermore, they also engaged in collaborative activities with distance colleagues through the use of the Web.

The need to engage in a so called "virtual classroom" once a week brought some advantages and disadvantages to students. Among the advantages, it could be said that the students had the opportunity of interacting with a skillful instructor, who knew the subject and had the skills to interact with his/her distance students. Furthermore, the lecture itself was enriched by a number of interactive materials (such as, videos linked to the lecture topic, or other pedagogic materials) that made the lecture an entertaining experience. Among the disadvantages, however, it should be emphasised that the students were young.

The Experience of Team-Teaching in a Virtual Mode

In the case of the TEC the teaching team was formed by the Lecturer him/herself, one or two instructional designers, two or three tutor instructors, and course facilitators at each campus. The instructor responsible for the course is no longer working on their own. Even though working within a team was challenging for them (because they have to develop innovative pedagogic techniques), it was an enriching experience that made them realize their new role in the distance lecture room. As instructors stated, in order to work in team they have to complement each other regarding the knowledge of the field they are teaching. They emphasised the importance of cooperative working.

Students' and Instructors' Use of the Internet for Teaching and Learning

Distance instructors and students stated that the Internet played a crucial role in the process of teaching and learning in this teleconferencing/online mode. Apart from the web content, distance instructors placed several links to other relevant sites where students could find interesting information regarding their courses. Furthermore, students use permanent research engines to look for information relevant to their courses. Instructors underlined the importance that the process of innovating hardware and software had in the improvement of a virtual lecture. Both instructors and students stated that the use of electronic methods of interaction made possible the synchronous and asynchronous interaction between students and their distance instructors.

The UK Experience

The Training for Innovation in Supply Chain Management (TISCAM) Project was funded by the EU ESF-ADAPT program, and involved a large number of partners who collaborated in its development: Universities provided course materials and acted as Regional Delivery Centres; a commercial software house developed and maintained the online delivery system and technically developed the materials; and another organization provided the overall project management (Bradley, 2001).

The project TISCAM materials are modular, enabling a number of learning pathways to be followed. Each module consists of 100 hours of study, and is broken down into 10 units of approximately 10 hours duration. Learners have the flexibility to choose where, when, and for how long they study.

The Learning Technology Research Institute's role in the project has been providing expertise in the development of learning materials and learner support systems. This role has involved close liaison and development between the authors of the materials, the technical developers, and the Regional Delivery Centres. Work has largely focused on the following areas:

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* The development of a pedagogic framework to suit the characteristics of the courses, in that they are required to be delivered and supported online to learners in their workplace, vocationally relevant, and able to offer a number of pathways for learners to gain credits or awards for their studies.

* The design of a framework for learner support systems: guidelines for the different types and amount of support learners will require and how this support should be provided.

* Production of guidelines to underpin and shape the developing processes and systems: for authors, learners, tutors, mentors regional facilitators; regional delivery centres; accreditation.

* Providing quality control on the pedagogic effectiveness of the learning materials.

* Drafting of guides for learners, tutors and in-company mentors to accompany the materials in the online delivery system.

An interactive process was used for the development of this work. The starting point was based upon guidelines developed from dominant theoretical and best practice models. These were adapted throughout the project, as practice and experience emerged, to accommodate the requirements of the learners, the individual participants engaged in project development, and the project objectives overall. Through this process each university partner was able to gather information regarding the e-learning development process. It was originally intended that a principal innovatory aspect of TISCAM be the method of delivery and that it should be a on a European scale. The Centre for Research in Innovation Management (CENTRIM) was a participant in the project and the experience of this Centre and of Learners will be the focus of the UK case study.

E-LEARNING METHODOLOGY DEVELOPMENT

As mentioned earlier, the UK project was a collaborative project between a large number of partners, predominantly from the UK, but including some European partners. Within the European context to facilitate the course development process a number of expert teams were formed, each with its own specialization. The teams worked in parallel but in collaboration within a structured developmental process (Figure 4). A central team was responsible for the overall management and scheduling of the project. Authors from each university produced the material, with guidance and support from development teams. The learner support team designed the pedagogic and learner support frameworks, and provided advice and quality control on the effectiveness of the learning materials produced. The academic review team approved material for its curriculum suitability, and monitored subject coverage from one module to another.

The technical team developed the bespoke delivery system, and worked with authors on the technical development of their materials, transforming them for online delivery, after approval by the pedagogic and academic reviewers. These development teams were supplemented by teams responsible for evaluation and delivery, while the team developing the broader virtual university provided marketing and administrative services and a Board of Studies to oversee the development of academic and accreditation standards (Bradley & Oliver, 2002).

This structure is based on an "industrialised model" of development, in which a chain of experts each plays their part in the process. Each of the teams worked in parallel on their respective areas of activity within a framework of regular meetings, at which they would come together and present their progress and experiences. What this meant in practice was that the learner support team was developing the pedagogical framework and guidelines for development, as the authors were specifying their module content and preparing to draft their materials, and the delivery system was being specified and developed (Bradley & Oliver, 2002).

ROLE AND EXPERIENCE OF CENTRIM

The Centre for Research in Innovation Management (CENTRIM) is a research department located in the University of Brighton in the UK, a university catering for 12,000 students. CENTRIM was responsible for developing and delivering of four modules in the courses Training in Supply Chain Management (TISCAM) and Training in Innovation Management Europe (TIME) as part of an e-learning research project funded by the European Union.

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CENTRIM took the opportunity to approach the project from a variety of different levels. First, it was an experimental learning process for all concerned in the creation of electronic learning materials; second, it was research oriented, designed to test out the methods of authoring and gaining an understanding of the learner experience in work-based situations; and third the project could be seen in terms of a collaborative innovation process, whereby each partner was playing their part and integrating their skills in the creation of a "new product."

The writing and developing of the learning materials began in 1998 and the pilot delivery stage took place between 2000-2001. In all, 28 learners agreed to undertake the piloting of the courses and were willing to be debriefed following this experience. The learners were all from small and medium-sized manufacturing companies. They were a self-selecting group, responding to information disseminated by government agencies. Learners were interviewed using an interview schedule, which included questions on learner's background, responsibilities, previous training patterns, and learning style. Informants were asked about their motivation for participating in online learning, personal development aims, and benefits that they hoped to gain. Their experience of understanding this process of learning was considered, including obtaining permission, difficulties, learning patterns, and emotions experienced as they interacted with a computer rather than a human being.

Strengths and Weaknesses of Virtual Learning

As a piece of research, the TISCAM/TIME projects were valuable in revealing the strengths and weaknesses in embarking upon the e-learning route. First, it became very apparent that a great deal of background preparation has to be very rigorously carried out to ensure learners receive effective and valuable experience. The technological aspects appeared a priority in the first stance, but in retrospect the research team began to realise that some understanding of learners' needs, how best they learn, levels of IT skills, and patterns of learning must first take place. In other words learner needs should inform technology and software used and not vice versa.

Estimate of tutor support per learner was also difficult to predict and learner requirements varied greatly. Especially in the early stages each learner requires a great deal of support, both for negotiating the technology and the course content. Ensuring sufficient and fast support response was found to be very resource intensive. Theoretically, the fact that tutors were available at the other side of the e-mail was seen as very positive, but in reality this could be overwhelming for the tutors concerned.

Instructors and Students Interaction

A weakness in the TISCAM project was the failure to give an adequate level of tutor support to learners. Although it was hoped that learners would experience a process of more or less self-managed learning by entering a virtual classroom, interacting with a community of teachers and learners in order to meet individual or organizational learning and development needs (due to problems with technology and management of the project) this was not fully achieved. But the need for interactive communications, with tutors and with other learners, was highlighted by almost all students. This problem was mitigated somewhat by the fact that each small and medium enterprise (SME) had small groups of learners, who supported each other and benefited greatly by discussing problems and ideas during work time. Even though some learners were following different courses, within the same companies, they were sharing the same experience, and problems arose to which all learners could relate, which contributed to an effective working environment.

Different Models of Learning Delivery--Teleconferencing and Website

It was decided that the learning modules would all be designed and developed for full online delivery. Working alongside the universities who were responsible for the course content, was an IT company who designed the website, placed the course material on the Internet and was in charge of maintenance and changes to the text. Each unit of the course was made up of the core text, case studies, additional articles and materials, exercises and assessments, as well as hyperlinks to live sites, chat rooms for students collaborative work and e-mail to tutors and IT company.

Experience of Team Teaching

The TISCAM/TIME project was supported by a team of academics. It was important that each partner felt part of the team and able to exploit this relationship to ensure effectiveness of the group. The project was supported by technicians and academics who provided covering authoring guidelines, guidelines for learners, learner support systems, tutor, mentor and facilitator guidelines, and the role of Regional Delivery Centres (Bradley & Oliver, 1999).

Students and Instructors Use of the Internet for Virtual Learning

In general the UK learners found that it was easy to start following the online courses, but difficult to continue and actually complete them. There were many reasons for this, and as may be expect with an experimental research project, where the technology is being simultaneously developed, some were due to technical "teething-troubles." Five specific issues emerged:

* Critical moments -- technology problems occur which the learner is unable to solve

* Seamlessness -- ensuring that the technology, media and content work together so that the learner experience is "seamless" rather than disjointed

* Support -- ensuring that learner feels adequately supported in the learning process both on content and technology

* Language -- ensuring language used and style adopted "right" for the learner?

* Fit -- does the use of technology and course content fit into the learners broader program for personal development?

The first thing that comes from the learner experience is that embarking on online delivery emphasizes the complexity involved in such projects. In particular, it is crucial that training is provided for both tutors and learners to ensure the learners receive an effective and valuable experience (background preparation). Failure to engage students in a positive way from the outset can lead to disillusionment, and failure to complete the course. Once the student is engaged, and understands the value and potential for accessing a vast world of information through the use of the Internet, the pathway to successful learning is established.

UK-MEXICO--Developing an E-Learning Experience Dialogue

As may be expected within e-learning courses developed on different sides of the world, the approach and development differed. Because of this, findings also differ, but in many cases brought forth similar questions, For example:

1. Both case studies indicated that more work was demanded of both instructors (facilitators) and students. Greater knowledge generation was seen as a spin-off strength. The question that arises in both cases is:

* Is this level of work factor an indicator of the embryonic nature of e-learning and level of experience of both instructors and students? Is it an issue, which will be ameliorated over time as the sector matures, or is it an endemic problem that is difficult to solve whatever the situation?

2. The use of ICTs in education varies in range of specific technology (e.g., video conferencing, blended, and fully-online). The questions arise:

* What is the optimum balance of use of ICTs for best learner experience?

* Is fully online course delivery the best way of using ICTs for teaching and learning?

3. There is a potential for greater flexibility of time, interaction, and communication. Students seek help, teachers give feedback, questions arising are:

* What is an optimal number of students per teacher (depending on subject?) that avoids overload of work?

* What strategies should be developed to ensure instructor's feedback on students' work?

4. Team teaching. Both experiences showed that the e-learning modes requires the participation of a team of instructors and technicians. Questions in this respect are:

* What are the advantages of working in teams for course delivery?

* What strategies need to be developed to guarantee collaborative work among the team members?

Table 2 summarizes an overview of the dialogue between the two e-learning experiences. It indicates the points of commonality, which are the ones that raised the most important issues and guide the further research.

CONCLUSIONS/RECOMMENDATIONS

Using ICTs for course delivery in online environments is still relatively new. A lack of understanding of the elements contained in the roles taken by participants (both facilitators and students) still remains. This article has presented data and information that has allowed research in this area to identify and compare problems and issues of e-learning across international boundaries. These preliminary research projects both had the objective of identifying the main questions encountered in the development of this new method of learning. Gaining a deeper understanding of the agents and factors involved has given the researchers the necessary clues to understand and prevent e-learning difficulties in the future. Further development of both TEC's and TISCAM's innovation policies and educational strategies is needed for the evolvement of online courses.

Having used a case study framework, there are necessarily limitations to the generalization of the article's findings to other contexts. However, the results of the research may be useful not only for the TEC's and CENTRIM's future decisions regarding the use of hardware and software for teaching and learning, but also could offer an empirical example to other HEIs that are now taking decisions on how to use computers and the Internet in their teaching and learning practices.

Strategies for the implementation of ICTs in HEIs should be part of a broader plan that will help institutions to reach its goals in the short and middle term. The TEC/TISCAM experience has shown that even though there was an institutional planning strategy to adopt e-learning course delivery, the real needs, problems, and difficulties in each context were not considered. The controversy between innovating within a short period of time or piloting strategies before innovation, is also an issue in this research. The question as to what is the best way to innovate is still unanswered and HEIs should plan their own strategies according to needs and expectations of individual institutions.

Another main area to be considered by institutions adopting ICTs is technology infrastructure. The TEC/TISCAM experience has indicated that a strong infrastructure should be developed before implementing any use of computers, or software, or any other innovative technologies for learning. The network infrastructure needs to take into account access, connectivity, and support. It is important that the emphasis is not only placed on the technology side of the infrastructure, but also on the support staff needed.

In the realms of educational innovations, where traditional face-to-face learning has been the accepted mode of teaching for centuries, it is only to be expected that time is required to allow an efficient evolution of an integrated technology-people approach that will offer effective learning to students. Time and further research are vitally necessary to gain understanding of the role of technologies in the learning process and the dynamics that will promote an optimum integrated student-lecturer-technology relationship.

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Note

(1) During research process, strategies were developed to solve this problem at the TEC. Among these it should be important to mention some courses have been transferred to a fully online format.

SANDRA MEREDITH

Monterrey Institute of Technologies, Guadalajara, Jalisco Mexico

[e-mail]

MARTHA BURKLE

Southern Alberta Institute of Technologies, Calgary, Canada

[e-mail]

Table 1 Strengths and Weaknesses of E-Learning

Strengths                               Weaknesses

Knowledge Generation: The instructor    Work overload can occur on part
becomes a facilitator in the            of students in having to access
educational process. The learner takes  information themselves and
responsibility to retrieve information  through working more
and knowledge and use facilitator's     independently.
guidance in a meaningful way.
Collaborative learning: The learners    Time restrictions, culture
develop together original thought as    differences and other
they build their own knowledge and      difficulities have been found
meaning.                                when distance students need to
                                        engage in collaborative learning
                                        with distance partners
Customised approach which focuses       A lack of institutional vision-
learning and administration on student  policy exists in many
rather than institutional needs         traditional universities
                                        regarding the integration of
                                        ICTs into teaching programs. Can
                                        leads to a discrepancy in the
                                        quality of learning experience.
Close relationship between learning     Difficulties of time
and the work, leisure, professional or  compatibility were found among
other requirements of the student;      students when the process of
                                        learning takes place in a work
                                        environment
Universities are compelled to develop   Barriers to change exist with
better educational products             traditional universities who are
                                        by nature collegial and zealous
                                        defenders of their culture and
                                        traditions. Such behaviors tend
                                        to become barriers to change,
                                        and make the move to technology
                                        assisted learning less likely or
                                        successful.
Universities adopt a focused student-   Universities are not taking
centred approach rather than having a   sufficient account of the
curriculum, instructor and course       changing nature of the student
orientation.                            body and the flexibility in
                                        learning they now demand.
New educational markets that will cut   Global competition poses a
across age groups and national          threat to institutions
boundaries                              unwilling, or unable, to
                                        participate in the e-learning
                                        revolution

Table 2 UK-Mexico E-Learning Experience Dialogue

                  UNITED KINGDOM              MEXICO

STRENGTHS &       A great deal of background  Much preparation and
WEAKNESSES OF     preparation had to be       planning were essential.
VIRTUAL LEARNING  carried out to ensure       Even where instructors and
                  learners receive effective  students stated that the
                  and valuable experience.    online mode demanded from
                  The research team realized  them more work, they
                  that understanding of       agreed there were
                  learners' needs, how best   advantages from this kind
                  they learn, levels of IT    of teaching and learning
                  skills, and patterns of     compare to traditional
                  learning must take place    modes. For example,
                  from the beginning of the   instructors were now
                  learning process. Support   considered facilitators
                  for the students            and knowledge holders,
                  throughout the course was   while the students were
                  required from the           able to independently
                  lecturer.                   access an enormous amount
                                              of information.
INSTRUCTORS-      A weakness recognize in     Students commented that
STUDENTS          the TISCAM project was      the interaction with their
INTERACTION       that there was a failure    instructors was not as
                  to give an adequate level   efficient as it should be
                  of tutor support to         since the student-lecturer
                  learners. Time constraints  ratio was 500 to 1 and
                  on the instructors limited  therefore meaningful
                  the interaction possible    interaction was almost
                  between tutors and          impossible.
                  students.
DIFFERENT MODELS  Full online delivery. Each  A mixed mode to learning
OF LEARNING       unit of the course was      delivery was used.
DELIVERY          made up of the core text,   Students accessed the
                  case studies, additional    course materials through
                  articles and materials,     a website. They engage in
                  exercises and assessments,  collaborative activities
                  as well as hyperlinks to    with distance colleagues
                  live sites, chat-rooms for  through the use of the
                  students collaborative      Web.
                  work.
EXPERIENCE OF     The project was supported   The teaching team was
TEAM TEACHING     by a team of academics. It  formed by the lecture him/
                  was important that each     herself, one or two
                  partner felt part of the    instructional designers,
                  team and able to exploit    two or three tutor
                  this relationship to        instructors and course'
                  ensure effectiveness of     facilitators in each
                  the group. The project was  campus and a group of
                  supported by technicians    technicians. Even though
                  and academics who provided  working as a team was
                  covering authoring          challenging for the
                  guidelines, guidelines for  instructors, it was an
                  learners, learner support   enriching experience that
                  systems, tutor, mentor,     made them realized their
                  and facilitator guidelines  new role in the distance
                  and the role of Regional    lecture room. They
                  Delivery Centres.           emphasised the importance
                                              of cooperative working.
STUDENTS AND      UK learners found that it   Instructors and students
INSTRUCTORS USE   was easy to start           agreed that the Internet
OF THE INTERNET   following the online        played a crucial role in
FOR VIRTUAL       courses, but difficult to   the process of teaching
LEARNING          continue and actually       and learning. Apart from
                  complete them. There were   the web content, distance
                  many reasons for this,      instructors placed several
                  some were due to technical  links to other relevant
                  "teething-troubles." The    sites where students could
                  first thing that emerges    find interesting
                  from the learner            information regarding
                  experience is that          their courses.
                  embarking on online         Instructors, underlined
                  delivery emphasises the     the importance that the
                  complexity involved in      process of innovating
                  such projects. It is        hardware and software had
                  crucial that precourse      in the improvement of a
                  training is provided for    virtual lecture.
                  both tutors and learners
                  to ensure the learners
                  receive effective and
                  valuable experience.
                  Failure to engage students
                  in a positive way from the
                  outset can lead to
                  disillusionment, and
                  failure to complete the
                  course. Once the student
                  is engaged, and
                  understands the value and
                  potential for accessing a
                  vast world of information
                  through the use of the
                  Internet, the pathway to
                  successful learning is
                  established.