This presentation provides an overview of e-learning practices at Utah State University. It begins with definitions of key terms like asynchronous learning, synchronous learning, and blended courses. It then showcases USU's use of an learning management system (Canvas), interactive video conferencing, lecture capture software, and other tools to support online and blended courses. The presentation outlines best practices for e-learning like developing clear course objectives, interactive content, and continuous evaluation. It concludes by discussing trends that may impact e-learning's future, such as mobile learning, social learning, and personalization.

1. E-LEARNING IN
PRACTICE IN
HIGHER EDUCATION
Edward M. Reeve, PhD
Professor
Technology & Engineering Education
Utah State University

2. Teaching, Research &
Service in the “T” & “E”
of STEM
Science,
Technology,
Engineering, &
Mathematics
Teacher Educator
Prepare Technology &
Engineering Education (TEE)
Teachers (Grades 6-12)

3. .

4.  Public Research University (Land-Grant)
 Founded in 1888
 3 Regional Campuses
 1 Comprehensive Regional College
 Students: 28,000
 Known as the “Aggies”
 USU Mascot: Big Blue
Utah State University (USU)

5. Elevation
4,778 Feet (1456m)

6. 4 Seasons of Fun!

7. Presentation Purpose
From an American
Perspective, the purpose
of this presentation is to
provide you with a good
overview of “E-learning
in Practice in Higher
Education”
Showcasing E-Learning
at Utah State University

8. A Leader in
E-Learning &
Distance Education

9. Evolution of Innovation: USU
Automobile
1950
Train
1904
Airplane
1968
Online
1997
Satellite
1996
Interactive Video
Conferencing (IVC)
2007
Correspondence
1919

10. Presentation Outline
I. Introduction to E-
Learning
II. Terminology
III. E-Learning at USU
IV. E-Learning: Best
Practices
V. Conclusion

11. Please Feel To
Ask Questions
at Any Time

12. I. Introduction
to E-Learning

13. Introduction
What is E-Learning?
 E-Learning is learning utilizing
electronic technologies
to access educational
curriculum outside of a
traditional classroom.
 In most situations, it refers to a
course, program or degree
delivered completely online.

14. Introduction
What is E-Learning?

16. Introduction
Who Uses E-Learning?
• Education: Connecting
students anywhere at any
time.
• Business & Industry: Using
E-Learning to better educate
their employees and keeping
them up-to-date.

17. Introduction
Benefits of E-Learning
1. 24/7 Accessibility for Students
& Instructors
2. Flexible – Meets the Needs of
Today’s Generation & Student-
Centered
3. Better Student Participation
(e.g., discussion boards)
4. Better Record Keeping
5. Courses easily Updated & used
again.

18. Introduction
Challenges of E-Learning
1. Course Development
- Instructors (and students) need to learn the
Learning Management Software (LMS) &
other software (e.g., Camtasia)
- Requires Extra Time, especially before the
course starts.
- Requires Good Pedagogy!
2. Student Motivation
- Self-learning requires student motivation
- Some students prefer a traditional classroom
3. Can be Impersonal
- Never Getting to Know The Students

19. Successful E-Learning
depends on
Good Pedagogy
Instructors need to
know how to teach!

20. Successful E-Learning
depends on the
Self-Motivation
of individuals to study
effectively!

21. Succeeding as an E-Learner Student
Students Need to:
1. Realize they are personally responsible for their
success and must take ownership in their own
learning.
2. Be able to effectively use technology.
3. Know how to get help and “Get It” when it is
needed.
4. Positively interact & communicate (typically e-mail)
with the Instructor (especially if you think something
is wrong).
5. Read and follow instructions carefully.
6. Interact with other class members.

22. Successful E-Learning
depends on good
Technology
Internet Connection
Mobile Device
Software
Audio and Video
Computer
Bandwidth

23. Introduction
Challenges of E-Learning
4. Testing & Evaluation
- Giving Written Exams (Proctors Needed)
- Group Projects
5. Teaching Laboratory Experiences
- Activities that use “hands-on learning” with
actual tools, materials, & equipment.
- Project-Based Learning (PBL) with Groups
6. Access to All
- Internet Access & Sufficient Bandwidth

24. Introduction
E-Learning in Thailand
Needed in Educational
Reform
Provides Student-Centered
Learning
Meets the Educational
Needs of Learners around
the Country.

25. Introduction
E-Learning in Thailand – Challenges
1. Instructors do not pay much
attention to produce online
content and put learning media
into the e-Learning system.
2. A lack of e-Learning professionals.
3. A lack of hardware & software
resources.
4. High costs of copyright software
needed.

26. II. Terminology

27. Terminology
 TRADITIONAL COURSES (also known as Face-
to-Face): Meet in a traditional classroom setting,
with the students and the instructor meeting
together at a specific day/time and in a specific
room.
 ASYNCHRONOUS: Communication that is
delayed, not real time. Discussion forums and
email are two examples of how asynchronous
communication is employed in online learning.
 SYNCHRONOUS: Working together at the same
time (real time). In the online learning world, chat
rooms and online conferences are good examples.
There are advantages and disadvantages to
both Synchronous & Asynchronous Learning.

28. Terminology
 BROADCAST COURSES (also known as IVC
Courses): Broadcast courses connect to multiple
classrooms across the region using interactive
video conferencing technology (IVC).
An instructor in one location can interact with
students at another location. Meetings take place
at a specific day/time. Considered E-Learning.
 WEB BROADCAST COURSES: These courses
have specific meeting days/times, but no
specific location.
 Students participate using online
communications software such as
Adobe Connect from personal
locations.
At our university, Classrooms are
located on our Regional
Campuses & other Cooperating
Sites. This lets our students in
many parts of the state attend
classes close to home.

29. Terminology
 ONLINE CLASSES: In online courses students
submit assignments electronically over the
Internet and interact with their instructors and
other students via email and online discussions.
There are no specific meeting times, however,
students must have access to a computer and
login regularly.
 BLENDED COURSES (Also known as hybrid or
mixed-mode courses): Are courses where a
portion of the traditional face-to-face instruction is
replaced by web-based online learning. These
courses have specific meeting days/times, and
unscheduled on-line web-based participation.
At our university, Participation is between 21%
and 79% online (asynchronous) with the
remainder being In-person or IVC (synchronous).

30. III. Showcasing
E-Learning at
Utah State
University

31. E-Learning at USU - Facts
This Semester (Fall 2017)
 Number of IVC courses this
Fall: 335
 Number of sites across the state
receiving events: 60 IVC
Locations; 126 classrooms
 Number of online courses this
Fall: 447
 Number of blended courses this
Fall: 44

32. E-Learning at USU - Security
2-Step Login in Process

33. E-Learning at USU –
Professional Development

34. E-Learning at USU –
Professional Development
3-Day Workshop – Major Topics
Presented
 Support USU Provides – They are Here to
Help!
 The Basics of Canvas (Learning
Management System – LMS)
 Flipped Classroom
 Online Discussions for Deeper Learning
and Engagement
 Keller's ARCS Motivational Model

35. E-Learning at USU –
Dedicated Support
Administrative Unit to
Support E-learning
 Scheduling
 Textbook & Material Orders
 Registration
 Enrollment Management
(Section Cap 25 Students; Entire
Course: 40 Students)
 Course Materials & Testing
 Course Development
 Canvas Support

36. E-Learning at USU –
Support Tools
 Canvas - Canvas is a learning management
system (LMS) used for hosting courses.
 CMA (formerly Acano) - Desktop video
calling with chat and screen sharing options.
 IVC - Internet Video Conferencing, statewide
broadcast delivery system.
 Panopto - Lecture capture solution.

37. E-Learning at USU –
Canvas (LMS)
Developed in Utah (2012)
Used by more than 3,000
universities, school districts, and
institutions around the world

38. E-Learning at USU –
Previous LMS - Blackboard

39. Developing a Learning Management System (LMS)

40. E-Learning at USU –
Canvas Course
All Courses Have a Canvas Course
Template Created for Them

41. E-Learning at USU –
Acano (Cisco Meeting Server)

42. E-Learning at USU –
IVC: Interactive Video Conferencing
 A technology used to
conduct classes,
meetings, etc., between
people in distant
locations.
 An IVC-capable
classrooms, conference
room, or office is
needed.

43. E-Learning at USU –
Panopto
Instructors can
record a
PowerPoint, their
screen, or
themselves, and
have an archived
session stored in
their LMS (e.g.,
Canvas) for your
students to review
later.

44. Video Meetings: WebEx

45. IV. E-Learning:
Best Practices

46. E-Learning: Best Practices
1. ASK: What do your students want?
What do you want to teach them?
 You must know your students.
 You must develop realistic course
objectives that can be achieved in an
E-Learning Environment.
Ask in Course Development: Are the Learning
Outcomes in Online Offerings Comparable to
Face-to-Face?

47. Course Objectives (Example)
At the completion of this course the student will be able to:
1. Develop a proposal for an experiment and conduct the
experiment.
2. Discuss the meaning of STEM and need for STEM
Education.
3. List the main components of an experimental research
design.
4. Use simple descriptive statistics and graphs to explain
experiment results.
5. Etc.

48. E-Learning: Best Practices
2. Great Content = Great E-Learning
 Learning is about changing behavior.
 Lessons should be developed using
appropriate, meaningful & accurate
content that help students understand
the big ideas.
 Consider Student Learning Styles (e.g., use
text and visuals)
 Consider time needed to complete the
lesson – break into parts.
 Add “breaks,” stories, humor, or interesting
(but related) content to the lesson.
Ask: Can 21st Century Learning be
Promoted in E-the Learning?

49. E-Learning: Best Practices
2. Great content = Great E-Learning
Teach the
Big Ideas

50. E-Learning: Best Practices
2. Great content = Great E-Learning
Developing
Courses Using
the
“Backward
Design Model”

51. E-Learning: Best Practices
2. Great content = Great E-Learning
21st Century Learning
• Problem Solving
• The 4Cs

52. E-Learning: Best Practices
3. Interaction is Action
 E-Leaning is can be very effective
when it gives the learner an
opportunity to explore and understand
the content.
 Discussion Boards (Asking Questions, Sharing
Thoughts, Solving Realistic Scenarios)
 Internet Sites (Watching Videos or Simulations,
Learning New Content, Answering Questions;
Sites that send responses to the Instructor)
 Develop Interactive Lessons

53. E-Learning: Best Practices
2. Great content = Great E-Learning
You can bring
Emotions to
E-Learning!

54. E-Learning: Best Practices
4. Consider User Interface
and User Experience.
 A course must be easy for
students to use & interact
with.
 The user interface (e.g.,
menus, buttons, colors, etc.)
is one of the most important
aspects of an E-Learning
course.

55. E-Learning: Best Practices
5. Provide Learner Assessment
 Assessments must always align with
course objectives.
 Formative Assessments: Discussion
Board Questions; Posting Pictures.
 Summative Assessment: Projects;
Student Activities; Tests.
Provide Students With
Quick Feedback

56. E-Learning: Best Practices
6. Continually Evaluate the Course
 Improve the Course and Enhance
as Needed
 Require Student Evaluations
 Use peer Evaluations
 Develop a High Quality Product –
Get Help from Instructional
Designers

57. BAD E-Learning

58. Developing E-Learning: Many Factors to Consider
 Hardware and Software required.
 Set-Up (including system software, LMS,
backup etc.).
 Single Sign-On Authentication.
 Integration with System of Records.
 System Administration.
 Risk & Compliance Management/Security.
 Customization and Integration.
 Leadership Support

59. What is the Future of E-Learning?
E-Learning is still evolving –
Here are trends and technologies
that may impact its future:
1. MOOCs, massive open online courses:
allow millions of people to take the same
course at once from anywhere in the world;
2. Open educational resources (OER): freely
accessible, openly licensed text, media, and
other digital assets that are useful for
teaching, learning, and assessing as well as
for research purposes.

60. What is the Future of E-Learning?
E-Learning is still evolving –
Here are trends and technologies
that may impact its future:
3. Gamification: courses include games,
challenges, interactive elements,
opportunities to develop strategies and
concepts, immediate feedback and
characters with distinct personalities; And
let’s not forget virtual and augmented
reality.
4. Mobile learning: courses and learning
objects will become accessible on mobile
devices.

61. What is the Future of E-Learning?
E-Learning is still evolving –
Here are trends and technologies
that may impact its future:
5. Social learning: social media will be more integrated in
the learning environment. Facebook used to provide
materials, intersession activities, to build learning
communities, Twitter for introductions, pre-training
preparation and instruction, conversations, YouTube for
training videos, Instagram to share photos, presentations,
charts and schemes;
6. Wearable learning: technologies (e.g., Google Glass and
wearable technology devices) will become so readily
available to permeate learning environments;
7. Personalization: teachers and educators will implement
a more personalized approach to teaching and training,
based on each individual’s unique competencies and
learning preferences.

62. What is the Future of E-Learning? – Excellent

63. V. Conclusion

64. Conclusion
E-Learning is about
using electronic
technologies to deliver
education and training
outside the traditional
classroom.

65. Conclusion
E-Learning has many
benefits and
challenges, but its use
in education and
training continues to
grow, and the courses
are getting better.

66. Conclusion
Developing “good E-Learning” requires a strong
LMS, time, support, and good pedagogy.

67. Conclusion
The Future of E-
Learning
It’s here to stay!

68. ขอบคุณครับ

69. References
 6 Tips to Create an Effective eLearning Scenario: https://elearningindustry.com/6-tips-create-effective-elearning-scenario
 4 E-Learning trends for 2016: http://ocbmedia.com/blog/top-elearning-training-trends-for-2016/
 E-Learning: https://library.educause.edu/topics/teaching-and-learning/e-learning
 USU Course Delivery Methods: https://ais.usu.edu/elearning/deliverymethods
 The role of e-learning, the advantages and disadvantages of its adoption in Higher Education: disadvantages of its adoption in Higher Education.
http://www.ijern.com/journal/2014/December-2014/34.pdf
 E-Learning slow to Progress in Thailand: http://www.nationmultimedia.com/national/E-Learning-slow-to-progress-in-Thailand-30221101.html
 e-Learning in Thailand – a survey of current situation and trend: http://www.academia.edu/936956/e-Learning_in_Thailand_a_survey_of_current_situation_and_trend
 USU: E-Learning Overview for Faculty: https://ais.usu.edu/elearning/faculty_overview
 Education Reform and E-Learning in Thailand: https://www.oecd.org/education/skills-beyond-school/2428376.pdf
 E-learning in EFL education in Thailand’s higher education: The role for lecturers making it work:
http://faculty.edfac.usyd.edu.au/projects/usp_in_tesol/pdf/volume09/Article02.pdf
 Thailand Cyber University: https://www.slideshare.net/anuchai/thailand-cyber-university
 How Technology Benefits Learning: https://elearningindustry.com/technology-benefits-learning
 E-Learning in America Report Card: https://onlinelearningconsortium.org/read/online-report-card-tracking-online-education-united-states-2015/
 Understanding by Design Framework: http://www.ascd.org/ASCD/pdf/siteASCD/publications/UbD_WhitePaper0312.pdf

70. Developed by:
 Edward M. Reeve, PhD
Professor
 Technology & Engineering Education
 School of Applied Sciences, Technology & Education
 Utah State University
Logan, Utah 84322-6000 USA
 ed.reeve@usu.edu