Challenge and training needs of e-supporters
Bjorke, Sven Ake
Many educational institutions now take their first steps into online education. Good online education can be a driving force for quality enhancement, standardised course development procedures and internationalisation of studies and joint degrees between networks of educational institutions. E-learning has developed in stages from traditional correspondence courses by e-mail, through high-tech self-instructional interactive courses to increasingly collaborative learning in virtuall communities of practice in online learning platforms. The UNU-GVU network has developed an e-pedagogy adapted for multicultural, global studies with participants residing in different countries and continents but collaborating in a common virtual classroom. Cohorts of students have successfully accomplished fulltime study programs at masterrs level, with grades above average and less than 10% dropout. The participants boast of high learning outcomes and intensive social experiences. Establishing good online learning environments demand special competence at all levels. Professors and course writers need training in the very structured study programs and special pedagogy required for online education. Tutors must be trained in building and maintaining efficient online learning environments. Students need training and special support to function well. Administrative officers at educational institutions need the training necessary to make multilateral agreements ensuring the possibility of credit transfer and accumulation, mutual recognition of competence and interchangability of course modules and learning objects. The challenges and problems can be formidable, but well worthwhile. The experience so far indicates that quality, competence and capacity can grow quickly in any educational institution venturing into the pedagogy of online learning.
Event: Sharing Good Practices : E-learning in Surveying, Geo-information Science and Land Administration
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