Richard Atfield (BMAF) and Helen Smith (Abertay) With thanks to Geli Roushan (Bournemouth)

1. Richard Atfield (BMAF) and Helen Smith (Abertay)With thanks to Geli Roushan (Bournemouth) Teaching Invisible Students: A study of key success criteria and challenges in international e-learning www.bournemouth.ac.uk

2. The ‘ELSIE’ Project: “Understanding and Developing Higher Education E-Learning Strategies in International Environments”

3. Objectives • JISC II Funding - ‘Delivering E-Learning’ • Identify target group of UK Business Schools exemplifying best practices in developing effective approaches to e-learning • Develop a comprehensive report on good practices and how these may be implemented within UK Business Schools • Provide a forum for the cross-fertilisation of ideas between the target group institutions, so that they may improve their performance

4. Participating Institutions and Leads • Dr David Molyneaux (Business School, University of Aberdeen) • Dr. Gelareh Roushan (The Business School, Bournemouth University) • Peter Morgan (School of Management, University of Bradford) • Helen Smith (Dundee Business School, University of Abertay Dundee) • Arthur Morgan (Glamorgan Business School, University of Glamorgan) • Karen Robins (Business School, University of Hertfordshire) • Frances Bell (Salford Business School, University of Salford) • Helyn Gould (Business School, University of Strathclyde) • Helen Shiels (Ulster Business School, University of Ulster)

5. Our Aims: with you, to consider: • The extent to which these findings reflect the issues and experiences of those attending • Additional aspects that may benefit from future examination • Examples of how challenges in both e-learning and international environments have been addressed • How to make use of these findings to support staff and students in future

6. 1. Generic issues • Exploiting international markets • Funding opportunities • Entry requirements – prior learning and experience: recruitment and retention • Experience working with of partner college; flying faculty; fully online • Managing varying cohort sizes • Range of qualification, e.g. industrial post experience

7. 2. Future • Synergy with IT services and responsibility matrix • Taster units/areas for prospective students e.g. iTunes U • Personification through video and audio podcasting • Shared experience: BMAF eLearning Experts Group

8. 3. Practice (i) • Integrated extension of face-to-face • Business case for development and approval • Senior management buy-in and support • Cost Benefit Analysis (business case) • International versions of resources • Minimum specification for IT access and connectivity

9. 3. Practice (ii) • Personification through blended-learning: e.g. virtual mini seminars • Guest speaker on Second Life • Flexible approach not blanket policy • Additional support e.g. online material on DVDs

10. 4. Staff and Student Support • Learning resource centres: dedicated applications and Learning Technologists support • Collaboration and funding opportunities • Developing students as individuals • Retention through interaction: e.g. on-campus induction • Facilitate peer group learning: e.g. discussion forum • Dedicated study skills sessions to promote demand • Academic buy-in of using technology • Network of eLearning champions (BMAF eLearning Experts Group)

11. Some key considerations • Pedagogical limitation of eLearning: blended learning • Cultural distinctions: student engagement • Technological limitations: flexible resources • Technology is part of, not in the place of other T&L approaches

12. Your examples? Your needs?