October eJournal

Teaching and Learning using Mobile Technologies
by
Priyantha Bandara (Sri Lanka), Josephine Dumlao (Philippines), Emily B. Nem Singh (Philippines), Machunwangliu Kamei (India), Hel Rithy (Cambodia)

1. What is Mobile Learning?

There isn’t a generally accepted definition among the educational community to describe the term Mobile Learning or M-Learning. The most common interpretations might be either learning using a mobile device and/or learning while mobile (e.g. while traveling or outside the classroom.) The fact that a device is easily portable means that learning can take place in locations, and possibly at times, more convenient to the user. Therefore convenience and flexibility are commonly accepted characteristics of Mobile Learning. There is, however, some disagreement on which devices should be included in the description mobile device. Most accept that their definition of a mobile device should include only electronic handheld devices, i.e. Mobile Phones, PDAs (Personal Digital Assistants or palmtop computers) and mobile games machines. Laptop computers on the other hand, have not been considered under the said category, on the grounds that they only differ from desktop computers in that they are more portable.

In defining Mobile Learning, some authors have placed the emphasis on either the technologies involved or the educational or philosophical aims of learning. Following are some of the common definitions for M-Learning from the literature.

• M-Learning is the acquisition of any knowledge and skill through mobile technology, anywhere, anytime that results in an alteration in behaviour. (Geddes 2004)

• Mobile learning is any educational provision where the sole or dominant technologies are handheld or palmtop devices. (Traxler 2005)

• M-Learning is the intersection of mobile computing and e-learning: accessible resources wherever you are, strong search capabilities, rich interaction, powerful support for effective learning and performance-based assessment. e-Learning is independent of location in time or space. (Quinn 2000)

• Mobile Learning is any sort of learning that happens when the learner is not at a fixed, predetermined location, or learning that happens when the learner takes advantage of the learning opportunities offered by mobile technologies. (O’ Malley et al. 2003)

• M-Learning is a form of existing distance learning and e-learning (Goergive et al. 2004)

• M-Learning is learning that arises in the course of person-to-person mobile communication. (Nyiri 2002)

What is evident is that there are common themes as people seek to define Mobile Learning: it could take place anywhere and at anytime, and so could encompass both formal and informal learning, where the knowledge is situated within a context.

2. Classification of Mobile Technologies

There are many different kinds of technology that can be classified as mobile. We can classify the range of mobile technologies using the two orthogonal dimensions of personal vs. shared and portable vs. static as outlined in Figure 1.

Figure 1: Classification of Mobile Technologies

Quadrant 1 shows devices that can be classified as both portable and personal. These kinds of devices are what people most commonly think of in relation to mobile technologies: mobile phones, PDAs and tablet PCs. It also includes hand-held video game consoles, with Rosas et al. 2003 and Lee et al. 2004 reporting on early evaluations of their educational use. Since these devices normally support a single user, they are generally perceived as being very personal. The networked nature of such devices affords communication and information sharing, meaning that while the devices themselves are personal, the information within them can be shared easily.

Being physically moved from one place to another is not the only way in which mobile technologies can be portable. In quadrant 3 there exist technologies that can provide learning experiences to users on the move, but the devices themselves are not physically movable. Street Kiosks, interactive museum displays and other kinds of installations offer pervasive access to information and learning experiences, but it is the learner who is portable, not the delivery technology. Such devices are typically seen as being less personal and are likely to be shared among multiple users. Their larger size also makes them better suited to multiple-user interactions. These are termed as shared portable technologies. For more sharable interactions, the devices themselves must become larger and hence less portable as shown in quadrant 4. These technologies have been included here to show the complete spectrum of possibilities analyzed by the currently discussed classification, but they would generally not be classified as mobile technologies. It is believed that mobile technologies are comprised of all devices included in quadrants 1 – 3.

3. M-Learning Applications

Mobile devices are educationally interesting because they offer:
• Several communications channels on one device, for example, e-mail, voice and text messaging.
• Cheaper, comparable functionality with desktops or laptops.
• Wireless access to educational material, other students and Internet resources.

M-learning can complement other teaching and learning methods or replace them, and can be modelled in the same ways as other methods. It can also enhance non-academic and para-academic support, such as:

• Pastoral care, feedback and remediation.
• Motivation and guidance.
• Supporting students across the institution.
• Course administration and management.
• Institutional quality assurance.

Figure 2: M-Learning Applications

M-learning offers a range of content transmittal choices, but delivered in smaller packages, such as:

• Daily or weekly study tips, reminders and alerts.
• Multiple-choice quizzes with immediate feedback.
• Browsing and searching of short texts.
• Following links to selected websites.
• Glossary and reference information.
• Concepts or definitions for revision.

Figure 3: M-Learning Devices

Students of some disciplines, such as teaching, law, medicine and nursing, undergo placements for gaining practical experience. Here m-learning can provide:

• Continued access to course and reference material in the workplace.
• Continued access to other students within their online community.
• Data-collection capability for completing assignments.
• Support with personal information management in a new environment.

Figure 4 shows a model on how Mobile Learning works.

Figure 4: A model on how Mobile Learning works

4. Drawbacks of Mobile Technologies

There is relatively common agreement that multi-purpose hand-held devices such as PDA’s and mobile phones will outsell PC’s and laptops in the very near future within the global community. Tablet PCs are becoming fully powered personal computers with strong potential for m-learning and there is now a lot of speculation on the development and potential application of wearable devices. There is a general consensus amongst the consultant community; however, that many obstacles exist in terms of implementing any significant m-learning applications, based on current mobile technology capacity. These obstacles can be summarized in the following form:

• Limited memory and storage are major inhibitors.
• Screens are generally too small for the use of any sophisticated applications.
• Intermittent connectivity is a major barrier.
• Cross-platform solutions are not yet possible.
• Links to learning management systems or enterprise systems are in an embryonic stage of development.
• The industry is plagued by proprietary solutions.
• Transmitting across different browsers and platforms is almost impossible.
• Existing applications are not easily integrated to the mobile technology environment.
• Start-up costs are invariably high.
• Tracking outcomes is difficult.
• Security is a major issue.
• Cost of accessing major third-party networks is punitive.
• Multiple permissions are necessary in terms of negotiated access.
• Continuous technology development militates against stability and sustainability in terms of mounting viable m-learning applications.

Many of these issues also exist in the e-learning industry but they are exacerbated in the m-learning space because of the current limited technological capacity.

5. Conclusion

It is evident that Mobile Learning is a very useful tool for teaching and learning and it is gaining momentum in countries such as Japan, China, Mongolia, Philippines, South Africa and Kenya. It can complement other teaching and learning methods and can be modelled in the same ways as other methods. It can also enhance non-academic and para-academic support. It is especially very beneficial to the learners who are on the move and who do not remain in a particular location. On the other hand, there are many obstacles exist in terms of implementing any significant m-learning applications, based on current mobile technology capacity. Therefore it is highly important that an extensive analysis should be conducted before any M-Learning project is initiated.

6. References

1. “Literature Review in Mobile Technologies and Learning”, Laura Naismith, Peter Lonsdale, Giasemi Vavoula, Mike Sharples, University of Birmingham, 2004. (www.futurelab.org.uk/research/lit_reviews.htm)

2. “Mobile Learning in Developing Countries”, Commonwealth of Learning, Canada, 2005. (www.col.org)

3. “Mobile Learning in Developing Nations”, Scott Motlik, Athabasca University, Canada, 2008. (http://www.irrodl.org/index.php/irrodl/article/view/564/1071)

4. “Mobile learning in practice - Piloting a mobile learning teachers’ toolkit in further education colleges”, Carol Savill-Smith, Jill Attewell, Geoff Stead Tribal, 2006. (www.LSNeducation.org.uk)

5. “Mobile Technologies and Learning”, Jill Attewell, Technology Enhanced Learning Research Centre, Learning and Skills Development Agency, United Kingdom, 2005. (www.LSDA.org.uk)

6. “The M-Learning Paradigm: an Overview”, Neil McLean, IMS Australia, Macquarie University, Sydney, 2003.

e! for education everywhere in electronic environment with exciting experiences

Evaluation of Distance Learning Practices for Policy Recommendations in Mongolia and Vietnam

D. Amarsaikhan, Wei-yuan Zhang, B. Tsomorlig

Abstract


Distance education has been recently introduced in Mongolia and Vietnam, two developing countries in Asia with individual initiatives. However, no evaluation of distance education management, teaching and learning, and technology utilization was conducted regarding effectiveness, quality, impact and sustainability. So far no such comparative study has been undertaken internationally, which becomes a barrier to the development of internationally accepted distance learning curriculum and standard. Therefore, it is valuable to conduct an evaluation study for policy recommendations of future development.

The objectives of the project are: understanding current status of distance education, reviewing distance education policy, evaluation of distance education implementation, evaluation of the use of technology and media, investigation of the benefits of distance education for disadvantaged groups, such as women, disabled people, people in low-social economic class, learners in remote areas, Share experiences and draw lessons, Propose strategies of distance education reform, and Recommendation of future development for policy-makers and practitioners.

The major outputs of the project is combined research report, including one case study for each country and policy guide of distance education for sponsors of the project, policy-makers, participants of this project, interested parties, etc.. A series of publications will be printed on above findings and recommendations.



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e! for education everywhere in electronic environment with exciting experiences

e-Learning experience in Cambodia, like other developing countries, face a number of challenges in their efforts to compete successfully in the new global economy. Perhaps the most critical resource needed to achieve these goals is trained human capital. While many developing countries are trying to address this need through traditional means, e-Learning is an alternative approach that can overcome many of the challenges involved in reaching underserved students. In an effort to assess the potential of e-Learning in meeting the needs for developing human capital in Cambodia, this paper reports on the experience and achievements of the Provincial Business Education through the Community Information Centers (CICs) project. Key findings are that e-Learning was able to successfully deliver tertiary educational opportunities to underserved provincial students; Cambodian students were able to overcome serious challenges and that female Cambodian student’s demonstrated superior performance in online classes. These results suggest that e-Learning is an effective alternative for delivering tertiary education in Cambodia.e-learning experiences in Cambodia

Development of E-Learning in Cambodia

Cambodia is a country undergoing rapid changes, including a keen demand for access to higher education among rural youth. The major centers for post-secondary school education are mainly located in the capital city, Phnom Penh. Although recently there has been a proliferation of private universities these programs are lecture-based and require students to attend regular scheduled classes. Distance education and/or independent study options are hard to find in government or private universities.

After over two decades of civil war, especially during the genocidal regime from 1975 – 1979, the educational system of Cambodia was slowly rebuilt from infrastructures in the society were completely destroyed. The educational system had sempbance of normalcy in 1993. After the second election in 1998, the Royal Government and the Ministry of Education, Youth and Sports (MoEYS) have made greater efforts to stimulate education system reform which includes introduction of a new curriculum. In more recent years, there has been noticeable development of Education in Cambodia in the context of globalization and the use of ICT to promote eLeaning across the country and the region during this meeting of Asian eLearning Network (AEN).

The rapid expansion of basic education has resulted in major growth on Government spending for primary and lower secondary education. Per pupil spending on education in Cambodia remains at the low end of regional figures. Cambodia’s spending is roughly comparable with its Greater Mekong neighbors but well below the better off ASEAN countries. However, to simply increase education spending is not enough. Increased spending needs to complement to better efficiency, higher quality and deployment of new technology as a tool such as the internet for e-leaning or distant learning.

Since 2000 Cambodia became the 10th and last member of ASEAN communities. It has made great effort to participate with all activities as endorsed by the ASEAN Leaders and its secretariat. One of which is the creation of an eASEAN Task Force and eASEAN Working Group which have the duty to develop, according the e-ASEAN Framework Agreement, in order to provide all aspect of ICT and overall direction for all ASEAN member nations. The objective is to accelerate smooth integration in all related areas including legal frameworks, educational frame works, trade and business integration and liberalization among old and new members of ASEAN as well as within the region and the world.

One of the projects under the eASEAN Framework Agreement is the SchooNet project. Though it is still in the early stage, the SchoolNet project has begun by nominating SchoolNet coordinators and invited them to a meeting in Washington D.C. in June 2001 which followed by a fact finding visit to Phnom Penh of two World Bank representatives in may 2001. Also, it has organized awareness seminar in Phnom Penh for Cambodian 2 educators and students. Three high schools in Phnom Penh have been chosen as its pilot base. The project is supported by the World Bank under a grant from Japan Social Development Fund (JSDF).

E-learning cannot progress without and improvement on local telecommunication infrastructure and Internet development. Since 1993 Cambodia is boosting its wireless telecommunications development to the point that the number of mobile telephone subscriber exceeds fixed lines one. This development is the first record in the world. Cambodia’s teledensity of telephone subscribers reached 1 in 100 inhabitants in year 2000 which is a significant achievement for a Least Developed Country.

There are five private companies providing telecom services in Cambodia. Cambodia has the lowest Internet penetration in South East Asia (0.07 per cent) and the highest price. The complexity of computerized Khmer characters and lack of standardized scripts in computers have slow down the development of local applications for World Wide Web. Aside from these shortcomings in the ICT infrastructures; the Royal Government of Cambodia is committed to create an environment where ICT can develop quickly. In this regards, an authority for the National ICT for the Development (NiDA) was created and chaired by the Prime Minister in 2000.

Indeed, developing countries face numerous challenges as they strive to enter and successfully compete in the new global economy. Production factors of land and labor they are generally severely constrained by inadequate levels of physical and financial capital and, perhaps most important in today’s knowledge-based economies, human capital.

Human capital devlopment and quality of labor resources can be improved through investments, education, and training. Although this is fast becoming the key to success for both individuals and nations, the undertaking is expensive especially in developing countries where educational systems are often weak and under funded, and access to education and training, limited and inequitable.

Addressing this situation through traditional means particularly for developing countries will be costly and potentially ineffective. As the recent United Nations Educational, Scientific and Cultural Organization (UNESCO) Meta-survey on the Use of Technologies in Education (2004) concluded:

More of the same is just not going to work. Building more classrooms, and training more teachers to reach those currently unreached by education systems is unrealistic and will not be enough to meet the Education for All (EFA) challenge. Some countries are already spending considerable percentages of their Gross Domestic Product on education and have little room for maneuvering. In addition, traditional education models will no doubt be unable to achieve educational empowerment effectively in the emerging Knowledge Societies.

Just as important is that traditional means of educational development will only bring education in developing countries up to a point already being left behind by education in the more advanced knowledge economies (Wedel, 2000).

e-Learning is increasingly being suggested as an alternative to, or a way to enhance, traditional educational approaches. e-Learning is the most recent evolution of distance learning – a learning situation where instructors and learners are separated by distance, time or both. e-Learning (sometimes also defined as 'Internet-enabled learning'), uses network technologies to create, foster, deliver, and facilitate learning, anytime and anywhere. Potential advantages of this approach for developing countries are clear. e-Learning can match the needs of non-traditional students, increase the educational facilities available to traditional students, provide cost-efficient yet effective training options, and give learners in developing nations an invaluable means of gaining a first world education tempered by third world experience.

Although e-Learning is increasingly being adopted in developed countries to reach both traditional and non-traditional students, it is still relatively unknown and unused as an educational approach in developing countries. Reasons for this are numerous. There is a general skepticism about the effectiveness of e-Learning as compared to more traditional approaches. It takes specialized skills and knowledge to develop and implement online courses that are not generally found in most developing country educational institutions. Internet connections and phone lines are unreliable. Bandwidth is narrow resulting in slow access to websites. Computers in general are not widely available and Internet connected computers even more so, particularly in areas outside of major urban centers. Traditional approaches to teaching and learning may also be a factor. In many developing countries, students are most familiar with a didactic approach and do not necessarily understand the instructor as a 'facilitator' rather than as a 'teacher' in the traditional sense. Added to these factors is the relative and absolute higher cost of Internet access in developing countries, most often as a result of misguided telecommunications regulations that discourage the development of Internet-access service through competition.

All of these impeding factors can certainly be found in Cambodia, one of the least developed countries in the world and now engaged in a critical effort to develop its human resources after decades of intellectual decay. In an effort to assess the potential of e-Learning as a mechanism for developing human capital in this country, a number of partners came together to implement the Provincial Business Education through the Community Information Centers (CIC) project in Cambodia. This paper is a report on the activities and results of the project and an analysis of what was learned during and after project implementation.

A Strategic Design: Lessons learned form the CIC Project

Along with Internet access and email accounts, the CICs provided students with access to a library of local language reference materials, a supportive environment to hold study groups, interact with their classmates, and face to face guidance with IT trainers to ease their introduction to online learning. Not only did students and lecturers communicate over e-mail and discussion forums, students were able to use Simultaneous Message Systems (SMS) text messaging and mobile phones to call CIC faculty if needed. Additionally, because there was often a time delay between when a student asked a question and the lecturer responded, the courses introduced an independent study pedagogy to lecturers and students, which was based on development of critical thinking skills rather than rote learning. An evaluation was conducted between the first and second “rounds” (semesters), and the Project refined to make the second semester more even successful. The evaluation showed that at least half of the students were women; indicating that women on-line learning is accepted in rural areas. An average of 80 percent of the original enrolled students successfully completed the courses they signed up for.

New Opportunities for Female Cambodian Students

A remarkable aspect of the Project was the percentage of female students who enrolled and successfully completed the courses. About 50 percent of the students were women. The Project deliberately reached out to female students when promoting the courses. Women enrolled because the opportunity to take online courses allowed them to stay with family instead of commuting or moving to Phnom Penh which is a major hindrance for women to pursue studies beyond secondary school.

Digital divide?

A key objective of the CIC project was to determine if eLearning could address the challenges associated with reaching students outside of Phnom Penh. These provincial students represent the vast majority of Cambodia’s potential learners as less than 10 percent of Cambodians live in Phnom Penh Province (Census of Cambodia, 1998). Unfortunately, almost all opportunities for higher education are available only to those willing or able to move to the capital city and few provincial students are prepared, or can afford, to leave homes, families and jobs to move to the capital for extended periods.

The project was also interested in seeing if eLearning could work given the low level of familiarity with computers and computer technology. The vast majority of Cambodian students have had very limited experience with computers. Of the 698 secondary schools, only 13% are connected to electricity, 8 percent have generators, and 4 percent have solar panels. Seventy-five percent have no power supply at all. Very few state schools have computers. Only six percent of lower-secondary schools and 35% of upper-secondary schools have between one and two computers for administrative purpose. Only eight upper-secondary schools have more than 10 computers (Cambodian Ministry of Education, Youth & Sport). Computer availability is severely limited with 2.2 computers per 1,000 citizens, lower even than Papua New Guinea (13.7) and considerably behind the regional leader Malaysia (319.7) (Statistical Annexes). Additionally, Internet penetration in Cambodia is extremely limited and currently estimated at only 0.3 percent of the population with most of this access is in Phnom Penh. By comparison, similar estimates of Internet penetration for the region are 9.9 percent and for the world 23.1 percent (Internet Usage in Asia, 2005).

Overall impact

The Provincial Business Education through the Community Information Centers (CICs) project was an ambitious effort to use e-Learning to reach underserved provincial students in Cambodia with quality accredited educational opportunities in business theory and skills. Over a period of 18 months, project partners successfully delivered two 'semesters' of online business courses in Khmer language to students residing in five provinces outside Phnom Penh. Key outputs included the establishment of a distance learning program at the International Institute of Cambodia, the creation of a core group of experienced online course developers and facilitators, experienced student support personnel at the Community Information Centers, an open source Khmer language Learning Management System based on Khmer Unicode standards, and the establishment of a strong network of mutually supportive partners. Two hundred seventy two (n = 272) provincial Cambodian students took advantage of one or more of the five online courses developed under the project to improve their knowledge of key business topics and over 75% of these individuals scored sufficiently high on exams and assignments to receive accredited certification. These results strongly suggest that e-Learning can be a successful approach to providing quality higher education to underserved provincial students in Cambodia, and that this approach can open new opportunities for educational institutions to reach out to underserved women and men in Cambodia via online courses. Key factors associated with these results were that the courses met the most critical standards for success. Every attempt was made to ensure that they were easily accessible, the content was appropriate, participation was rewarded with formal accreditation and the learning was affordable.

Other contributing factors identified by students were that online learning gave added value in that eLearning allowed students to develop IT skills while also learning subject matter related business. Participation in these courses provided an opportunity to learn how to use computers and digital communication tools. This finding tends to confirm the ideas of Wedel (2000) who noted that:

A key advantage to using technology for education is that the use of technology is in itself a crucial education. Computers and the Internet are particularly suited for self-learning and for many other uses. So, for example, by learning to use the Internet to take a course in history, the student also learns language and Internet skills that will be valuable for finding international markets for local handicrafts or getting the latest crop prices on world markets.

Given that nearly half of the students were working adults, it is not surprising that a much appreciated aspect of the courses was its flexibility in allowing learners to study at the times most convenient to their schedules. Without this flexibility, many of these students would not otherwise have been able to participate in a formal learning program.

These factors, however, are not so different from what makes e-Learning work anywhere else in the world. In the context of Cambodia, and for students living outside of Phnom Penh in particular, a major factor has to be that these courses represented the only opportunity for provincial students to further their education. That they could continue their education without leaving home seemed to be an especially attractive aspect of e-Learning for provincial women learners. While women currently represent less than one third of the total population of higher education students in Cambodia nearly 50 percent of the students who registered for and participated in the online courses were women. Women definitely demonstrated their ability to learn online and scored significantly higher on tests and assignments than their male classmates.

While there are still major difficulties to overcome and much work to be done, it is maintained that the results of this project provide strong evidence that eLearning can be a powerful approach for reaching underserved men and women learners living in the country’s provinces. Perhaps the most serious impediment to more widespread adoption of eLearning will be the prohibitive cost of internet access. Survey responses showed that students would be willing to pay between US $20 to $30 for an accredited course and that they would be unwilling to pay extra for Internet access. Whether or not this level of effective demand will be economically attractive for educational institutions or if there are feasible options for providing affordable internet access is not yet known. There is definitely a real danger that, “Unless access can be subsidized, either by donors or the government through a universal access policy the full potential of online learning in Cambodia will remain underutilized” (Tweedie, 2006).

It is certainly hoped that the country will overcome this and other constraints as there is strong evidence that e-Learning can and does work in Cambodia and perhaps in other countries facing similar challenges. As stated in an article published in the United Nations Chronicle: If education and capacity-building are critical steps for entering into the new global economy, e-learning should be considered a critical facet of basic development, an alternative medium of capacity-building and a means to people's empowerment (Sehrt, 2003).

Contributed by Kheang

e! for education everywhere in electronic environment with exciting experiences

eLearning education in Sri Lanka is now in a rapidly developing environment where the Ministry of Higher education has foots stepped forward to do many activities. There are some foreign funded projects established for online education. The Ministry of Labour Relations and Foreign Employment, in collaboration with the Colombo Office of the International Labour Organization has likewise initiated an E-Learning program to train labour officers, labour commissioners, and staff members.

Distance Education Modernization Project (DEMP)

The Distance Education Modernisation Project (DEMP)funded by the Asian Development Bank (ADB) commenced in December 2003. It addresses the Government of Sri Lanka’s initiative to increase socio-economic growth and, thereby, enhance human development in the country. To reach this goal, DEMP, through the Ministry of Higher Education, aims significantly to increase access to postsecondary education in Sri Lanka through the development of online distance learning for the following groups:

• approximately 165,000 A-level graduates enrolled in traditional universities’ external degree programmes who cannot enter university due to lack of space
• over 40,000 learners enrolled in training programmes offered by up to 150 recognized private post-secondary educational institutions and government post secondary institutes such as universities and institutions of advanced technical education
• around 20,000 students attending the 26 OUSL campuses across the country the many individuals who need to acquire employment related professional development in the private sector, and students of other conventional universities that intend to offer external degrees
  

DEMP is undertaking this task through the following three interconnected programmes:

Distance Education Partnership Programme (DEPP) responsible for raising the quality of distance education, enhancing student capacity and improving public-private sector participation in post secondary education.

The National Distance Education Network (NDEN), that will operate as part of DEPP,will supply a national telecommunications network delivering the learning content.The network will include learning centres in about 150 locations.

Public Private Partnership Programme (PPP) responsible for increasing access to education.

Open University of Sri Lanka Capacity Enhancement Programme(OUSL-CE) aimed at modernising OUSL to a world-class distance education institution and expanding student capacity at the Open University of Sri Lanka.

National Online Distance Education Service (NODES)

Another initiative of the Ministry of Higher Education, also ADB-funded, is the National Online Distance Education Service of Sri Lanka. This is a government-owned company which will be converted at the end of Distance Education Modernization Project in 2010.

The educational content delivery system consists of a Network Operating Center, a national telecommunications network, and a targeted set of 150 NODES Access Centres Island-wide. NODES is a modern resource to education and training providers offering services in course design and deployment, marketing, and administration.

An important 'voice of distance education' in Sri Lanka, NODES ensures sustainability through a cost-recoverable operation, committed to excellence in online learning.

NODES is composed of the Course Development Unit (CDU), the Business Development Unit (BDU), and the Network Services Unit (NSU).

The CDU assists Partner Institutions (PI) to ready subject matter for online distance learning. A feature is the state-of-art Demonstration NODES Access Centre (DNAC) where ODL content may be tested in a controlled environment. The CDU offers advisory and content creation services includingdesigning and delivering online distance learning, planning the process, estimating costs and revenues, and arranging for assessment and evaluation. The Unit also conducts training in instructional design, media selection, use of the Moodle learning management system, and tutoring-mentoring. Furthermore, it produces print media such as guides and manuals; non-print media such as audio, video, photographs, graphics, animations; other multimedia materials such as interactive simulations and uniquely Internet media such as blogs

The (BDU), on the other hand, markets NODES and ODL. It also provides busine ss development support to the entire organization. A special feature of the BDU is that it helps NODES clients to create their own marketing plans as well as evaluate business opportunities and conduct market research.

The (NSU) provides the data networking and storage systems of NODES. It develops the wide area telecommunications network. The Unit secures data and operates the NODES Help Desk Users of NODES, no matter where located and no matter the time, can ask for and received aid via the Help Desk. It also monitors the performance of the entire system.

Distance Learning Centre Ltd (DLC)

Distance Learning Centre Ltd is a training (learning solutions) provider and a learning facility provider for both private and public sector clients. It is the Sri Lankan node point of the Global Development Learning Network of the World Bank Institution. Although established by a World Bank funded project, it now operates independently as a limited liability company (having the flexibility in operations) and a state owned institution (having the responsibility and credibility of a government organization).

State-of-the-art video conferencing facility and the multimedia labs of DLC creates virtual class rooms where the experts and participants could meet each other in a virtual environment and lively on line or offline modes. It brings the most updated knowledge using the best mix of modes to give the optimum output within the budgets and timelines of the clients. DLC also can link with other local networks around the country in conducting in-country video conferences.

Being the node point of the Global Development Learning Network, the DLC is in a position to bring experts on any subject either of client’s choice or any other world renowned figures of popular choice for providing live learning opportunities at a lesser cost. Learning opportunities on any subject could be arranged on request as different expertise is available within the network.

DLC also provide training to facilitate organizations to move in to the e-learning arena with training on content development, web development, learning management systems, etc. DLC also provide computer literacy for organizations looking for the same. It provides its facilities for clients who require training venues to conduct ICT/ Computer related training and for clients who want to conduct video-conferences for business meetings and job interviews.

Global Development Learning Network (GDLN)

The Global Development Learning Network (GDLN) is a partnership of over 120 learning centers (GDLN Affiliates) in nearly 80 countries around the world. GDLN Affiliates collaborate in holding events that connect people across countries and regions for learning and dialogue on development issues. Offering a combination of distance learning tools such as interactive videoconferencing and the internet, and expert facilitation and learning techniques, GDLN Affiliates enable individuals, teams, and organizations working in development around the world to communicate, share knowledge, and learn from each others’ experiences in a timely and cost-effective manner.

GDLN clients are typically NGOs, government, private sector and development agencies who find that they work better together on sub regional, regional or global development issues and challenges using the facilities and tools offered by GDLN Affiliates. Clients also benefit from the ability of Affiliates to help them choose and apply these tools effectively, and to tap development practitioners and experts worldwide. GDLN Affiliates facilitate around 1000 video conference-based activities a year on behalf of their clients, reaching some 90,000 people worldwide. Most of these activities bring together participants in two or more countries over a series of session. A majority of GDLN activities are organized by small government agencies and NGOs.

National e-learning Center (NeLC)

The National eLearning Center (NeLC) project is aimed to build up and maintain a sustainable e-Learning in Sri Lanka that will be a mechanism for the use of ICT for national development as to visualize the e-Sri Lanka program. The purpose of this project is to deliver more effective, efficient, scalable and economical learning opportunities based on an e-Learning model of the project to stakeholder communities in Universities, Schools, the Public Sector and Society at large is created by covering all provinces in Sri Lanka including the north and east. The NeLC would do so by the promotion of teaching, learning and research for exploring and formulating new and innovative content development, delivery and evaluation exploiting the benefits of ICT.
The e-Sri Lanka program of the government of Sri Lanka is the major driving force behind the strategy to provide the necessary inputs to rapidly develop the country through the multi pronged infusion of ICT based initiatives. It is pursuing a policy of providing access to learning resources to all parts of society as a major thrust in its human resources development effort, and has integrated the developments of these and other soft skills with its other major goals such as re-engineering government, development of the communications infrastructure and setting in place societal applications to help alleviate poverty.

This e-Learning infrastructure which will also support both local languages of Sinhala and Tamil, is expected to be a fundamental enabler of the human resource development efforts at all levels. It will facilitate to bring e-Learning based educational content to those who are in rural areas with limited income. Hence, the project will indirectly contribute to the alleviation of poverty and the building up of ethnic harmony in the country through the creation of a society with greater access to knowledge. The Project will eventually contribute towards the creation of an e-Learning culture in the country.

Contributed by Geeth and Manoj

September eJournal

SEPTEMBER Group for the ejournal
Topic: e-learning experiences in selected asian countries
• Kheang (Cambodia) Manager :
• Dinah (Philippines) Editor:
• Handaa (Mongolia)Contributors:
• Geeth (Sri Lanka)
• Mano (Sri Lanka)

August eJournal

Cultural Issues in e-Learning
by Gemma Belga, Oyundari Nyamsuren, Malinda Charles Bandara Kumarasinha, Huong Le Thi Lan and Christina Maureen Salang

I. Introduction

It is believed that e-Learning broadens access to education. In the modern global learning environment e-learning has become a facilitator in organization development through knowledge sharing. Often educators hear about its positive effects in a certain group of population and wonder if it would be useful in their own setting. However, certain issues arise when e-Learning is implemented across different countries and cultures. This article will discuss about several cultural issues in e-Learning in Asian countries such as the Philippines, Mongolia, Sri Lanka and Vietnam.

a. Define e-Learning

Electronic learning (or E-Learning or e-Learning) is a term for all types of technology-enhanced learning (TEL), where technology is used to support the learning process. Often the medium of instruction is through computer technology, particularly involving digital technologies. E-learning has been defined as "pedagogy empowered by digital technology". In some instances, no face- to- face interaction takes place. E-learning is used interchangeably in a wide variety of contexts. In companies, it refers to the strategies that use the company network to deliver training courses to employees. It is defined as a planned teaching/learning experience that uses a wide spectrum of technologies, mainly Internet or computer-based, to reach learners. Lately in most universities, e-learning is used to define a specific mode to attend a course or programmes of study where the students rarely, if ever, attend face-to-face for on-campus access to educational facilities, because they study online.

It is also defined as technologically-supported learning, which includes the use of electronic media such as the Internet, personal computers, phone bridging, audio and videotape, video teleconferencing, satellite broadcast, mobile phones, personal digital assistants, and other related technologies to enhance teaching and learning.

E-Learning lessons are generally designed to guide students through information or to help students perform in specific tasks. Information based e-Learning content communicates information to the student. Examples include content that distributes the history or facts related to a service, company, or product. In information-based content, there is no specific skill to be learned. In performance-based content, the lessons build off of a procedural skill in which the student is expected to increase proficiency.

b. Define culture

According to Fred Luthans [1989] culture consist of patterns, explicit and implicit, of and for behavior acquired and transmitted by symbols constituting the distinctive achievement of human groups including their embodiment of artifacts.

According to D’Iribarne culture is the collective programming of the mind that distinguishes the members of one group or category of people from another. The core elements identified in culture are values. D’Iribarne identifies values as “broad tendencies to prefer certain state of affairs over others. Relationships between people in a society are affected by the values that form part of the collective programming of people’s minds in that society. So management is subject to cultural values.

According to Geert Hofstede [2000] cultural values defer among society, but within a society they are remarkably stay over time. Values are resilient against technological influences. Technology keep changing but it normally affects only practices of individuals and organizations, not the underline values. That is why he says “People in different countries use the same computer programs but the purpose to which they put them vary according to the programming of their minds, not of their computers.”

In his cross-organizational studies, Hofstede has identified that organizational participants’ values differed more according nationality, age and education than according to their membership of the organization.

Terpstra and Sarathy [2000] have identified the key cultural drivers as language, religion, values and attitude, aesthetics, law and politics, technology and material cultures, education and social organization [1].



A cultural framework – Tersptra and Sarathy (2000)


c. Define cultural issues in relation to e-Learning

The adoption of educational and training to multi-cultural settings requires a new paradigm that includes an understanding of the deeper psychology of culture and the unique differences culture brings to a global workplace. There is a need for research on culture and its impact on information seeking, user interface design, usability, interactivity, access, delivery, learning style, and content. Various cultural elements are enumerated and explained as:

i. Language

Language is a critical issue in global e-learning. Language is one of the most important constraints on portability of educational software. Unless instructors and learners understand the language, the program has no value. It is not just a matter of substituting words. One has to be aware of the meaning, the inferences and connotations. The most computer-related material such as manuals, keyboards, software is designed for English speakers and lack features that add symbols, punctuation and accents easily. Even though keyboards have been designed for some languages, this does not solve the problem. Testing and development would constantly require the developers to change keyboards and software environments. This issue cannot be resolved unless there is an international standards effort in the area of technological innovations. One solution to this may be to use visual programming methods and icons to represent various features of the program; however, even icons are sometimes culturally dependent. The challenge is how to turn English-language training materials into culturally sensitive, intellectually stimulating, knowledge- and skill-transferring materials in a different language. Blended e-learning can bring solutions with local instructors who can facilitate learning with proper translation of the learning materials.

ii. Social, Political, Economical, and Religious Issues

Traditions, political, economical, and values all play an important part in every society. A society's physical and geographical locations may further promote the extent to which these socio-cultural factors become significant in educational matters. National and cultural identities play an important role in interaction with computer-based learning materials. If people from both cultures are to identify with the software, the content should be carefully written so that there are no clashes of cultural identity. Dunbar (1991) stated that technology is encoded with the characteristics of the culture that developed it.

For example, individualistic values are implicit in software developed in the United States, whereas these techniques may be totally inappropriate for Arabic students, because they are extremely heteronymous by nature. Religion and politics both are sensitive issues that instructors and instructional designers who adapt global e-learning, should be mindful of. In Asia, religion, history, economics, class systems, and politics have a deep impact on how life and work issues are perceived and programmed. In addition, political relationships between countries play an important role in cooperation on the academic front. Some countries do not trade with others, and may refuse to buy computers or software made in certain countries based on political ideology. For example, there is a ban on trade between Israel and some Arabic and Islamic countries.

The program of a blended e-learning model comes into picture in which students are locally taught by instructors in face to face settings, using web based teaching materials and hands on labs. The local instructors make the Academy program relevant and accessible to students because they understand the cultural preferences (language, social, political, and religious issues).

iii. Technical Issues

It is believed that being aware of cultural differences in technology can help instructional designers and instructors design more culturally sensitive learning materials. Hardware and software selection is one of the most critical factors affecting portability of educational software, as well as authoring languages which allow developers to easily change screens that they have developed, whereas programming languages are a little more complicated to manipulate. Countries have various computer systems that are popular in the school system. In addition, access to technology is an important factor. The gap between the use of learning technology and their application in the social reality of the culture must be reduced. It is hard to imagine teaching learners to surf the web and collaboration using email or chatting without providing them access to the internet. Blended e-learning plays an important role with access to technology in which instructors can facilitate, provide, and control the provision and access to technology for learners.

d. Research on the cultural impact on e-learning

A study has been carried out by Steve Downey, Rose Mary, Tim Wenling and Andrew Wadsworth of University of Illinois (2003) to measure the relationship between national culture and usability of an e-learning system by using Hofstede’s cultural dimensions and Nielson’s usability attribute. The study revealed that high uncertainty avoidance cultures found the e learning system more frustrated. The study also revealed that individuals from cultures with low power distance rated the e learning system usability higher than individuals from high power distance cultures. The research was guided by the following research questions.

• What is the relationship between power distance and the usability (learnability, error rate, and user’s satisfaction) of an e-learning system?
• What is the relationship between individualism and collectivism and usability (learnability, error rate, and user’s satisfaction) of an e-Learning system?
• What is the relationship between femininity /masculinity and the usability (learnability, error rate, and user’s satisfaction) of an e-Learning system?
• What is the relationship between uncertainty avoidance and the usability (learnability, error rate, and user’s satisfaction) of an e-learning system?

The population of this study was composed of 30 attendees in an international workshop on training improvement held in Penang, Malaysia. The attendees were from diverse cultural backgrounds. But their interest is mainly on training and instructional delivery.

The findings indicated that organizations conducting e-learning operations in cultures where power-centric, collectivist and change accepting societies exist must give consideration on some logistics. First, trainers need to consider the level of leadership expected by learners. Learners from cultures where strong authority figures are common will expect greater leadership and guidance from their instructors. As a result training might take a more traditional teacher centered approach, whereas individuals from other cultures may desire a more student-centered approach. Another factor to consider is the level of group interaction and support offered to students. Training conducted in strong collectivist cultures might employ strategies where group work collaboration and socially oriented approaches are more prevalent. Conversely training and e-learning activities in more individualistic societies might give the learners greater freedom in terms of creativity and expression of knowledge gained. Or possibly employ more competitive learning environments (i.e. normative testing and grading practices).

In today’s increasingly global market, many e-learning systems designers are faced with the task of ensuring that their systems are equally as usable in foreign countries as in the United States. Given the impact that culture has on people’s behavior, truly functional global e-learning systems should reflect the cultural orientation of its users and not just be a translation of an American Interface.

II. Cultural issues related to e-Learning per country

a. Philippines

E-learning acknowledges other technological tools, aside from the usual association with the Internet or web-based applications. In the Philippines, it is common knowledge that there is only a small number of Filipinos who have access to the internet and its services.

The Advanced Science & Technology Institute is the research and development organization of the Philippine government, under the Department of Science & Technology (DOST) that is mandated to pursue R&D in the advanced fields of Microelectronics and Information and Communication Technologies (ICT). They incorporate technical teams whose mission is to acquire, promote, and transfer knowledge and skills pertaining to wireless mobile technologies.

They work with an aim to contribute to the field of e-learning by supporting the concept of integrating e-learning in education and industry. Part of its plan is to encourage collaborative efforts in developing strategies and distributing e-learning tools that focus on education in all levels. It still needs the necessary investment capacity in developing e-learning applications as it still lags far behind in the use of the new information and communication technologies. E-learning should be designed to enable Philippines to catch up by intensifying its efforts. It implementations and extension into education and training should include particular guidelines and components.

This initiative has four components:
i. to equip schools with multimedia computers,
ii. to train Filipino teachers in digital technologies,
iii. to develop Philippines educational services and software,
iv. and to speed up the networking of schools and teachers.

Most of the resources to be mobilized will be national, but they should be backed by all the adequate community instruments (the education, training and youth programmes for innovative actions and exchange of good practice.

b. Mongolia

IT development in Mongolia

The Mongolian Government established the Information and Communications Technology Authority (ICTA) in 2004. The ICTA initiated and developed the “E-Mongolia” program, which was approved by the Government of Mongolia in June, 2005. The vision of E-Mongolia program is to establish “the information society and the foundation for knowledge-based society in Mongolia by enhancing extensive application of ICT in all society sectors”. It is targeted to make Mongolia in top 10 ICT developed countries in Asia by 2012.

The “E-Mongolia” program has 4 major components:
i. Policy, legal and regulatory framework
ii. Telecommunications and information infrastructure
iii. Utilization of ICTs and governance and other applications
iv. Developing human resources.

Implications of the e-Mongolia program:
i. Designing and implementing new businesses such as e-Commerce, e-Tax, e-Custom, e-Payments, e-Procurement, e-Health, and e-Learning
ii. Establishment of an electronic system to expand civil participations
iii. Establishment of a unified Information exchange network among Government agencies
iv. Requirement for the leadership at all levels of e-Government execution
v. Requirement for legislating laws and regulations on ICT
vi. Need to build high speed transmission networks throughout Mongolia
vii. Establishment of nation-wide Digital Community Centers for business
viii. Reduction of the Internet connection fees

In 2005, the parliament of Mongolia amended the laws on custom tax-free for computer and its accessories and VAT exception for software products. These regulations supported the local software industry and supply of computers became more affordable. The low-cost computer program allowed low-income families to purchase personal computers and use these computers to gain additional income and self education. The level of computerization in Mongolia varies within social groups, incomes, and regions. The major constraints for the use of computers are the following: (a) low computer literacy (b) limited Mongolian content in Internet (c) English language barriers and (d) limited business opportunities.


IT infrastructure development in Mongolia

There are several sub programs are running for expediting the development and provision of equitable IT infrastructure service and developing an effective IT network for education at a reasonable price.
i. Program on development of ICT infrastructure
ii. “Internet for each households” program
iii. “Computerization of all” program
iv. “One child-one computer” program

Under the program on development of ICT infrastructure, the information and communication backbone network of Mongolia has been fully converted to digital in 2007. Now in province center level, the backbone network capacity is considered as same as in UB. According to the strategic plan of ICTA, by 2010 all soums (villages) will be connected through high speed digital links.

The aim of “One child-one computer” program is to provide complete IT infrastructure in every school in order to move into e-school.

There are 4 TV channels, and 8 FM stations broadcasted in the air through the satellite system. However, for the time being, only 3 TV stations are on air. The Education TV is licensed for educational purpose. The ICTA is planning to upgrade its current transmission system of TV broadcasting, and to make the system for 8-10 TV channels broadcasting by 2009.

The Mongolian Internet Service Provider Association (MISPA) introduced the Affordable Internet Program or “1 Tugrug Internet campaign” for dial-up connection and the cost of basic Internet had been lowered at night time. Some of major operators such as Mongolia Telecom, Mobicom Corporation and Skytel mobile companies contributed this program for one year. Recently, these companies are introducing high-speed internet.

Several Wi-Fi hot spots were established in the dense populated districts of Ulaanbaatar City and Internet service is free of charge. Because of these programs, the service fee for ADSL decreased by 50 per cent. The price of internet leased line was reduced 5 times, and the price per flow of 1Mb/s will be approximately 400 USD (Table 1). Ulaanbaatar Electricity Distribution Company is also providing 20 percent discount electricity service for poor people, especially vulnerable households from April 2005.

Mongolia needs e-learning in order to:

i. Establish new system using ICT to supply nationwide and lifelong learning
ii. Give opportunities to them who study adapting their knowledge level and professional skills
iii. Decrease costs related to the traditional education, especially in higher education
iv. Provide convenient and quality educational services to the mass in distance in depending on geographical situation and time zone.
v. Provide foreign exchange programs on different level
vi. Possibilities of online payment

According to the survey by Mongolian e-Knowledge NGO, which is a non for profit, non-government organization, e-Learning needs are greater among private companies and universities followed by NGOs (Fig.1). This survey stated that there are several obstacles in implementing eLearning within institutions (Fig. 2).



E-Learning initiatives in Mongolia

In order to support e-learning in the country, National Distance Education Program was issued by the Mongolian Government in 2002. The "Internet based distance education" or “e-Learning Mongolia” project was commenced to encourage development of e-learning in the country. The aim of the project is to initiate selected Mongolian institutions into the processes of research, development and experimentation with web-based instruction methods and technologies for distance education. The project investigated web-based instructional technologies, pedagogical methods and organizational solutions for distance education in Mongolia and helped build capacities so that more technology choices for distance education are available to the country for implementing its nation-wide distance education system. A parallel aim of this project is to encourage and facilitate the educational authority within the country to formulate a vision and strategic plan for technology based distance education, within the national education policy framework. The project was funded by International Development Research Centre of Canada. This project is aimed at benefiting the following categories of people in Mongolia:

i. People learning English, gender education, Information Technology
ii. Grade five to ten school children
iii. Pupils passing math and English based entrance exams
iv. Self-learners on above mentioned fields
v. School dropped children and others

By 2009 following organizations and universities have initiated e-learning education in Mongolia:

Government organizations
o Ministry of Education, Culture and Sciences
o Non-formal and Distance education center
o Academy of Management
o National health development center

Universities
o Mongolian University of Sciences and Technology (MUST)
o Mongolian University of Health Sciences (MUHS)
o National University of Mongolia (NUM)
o Mongolian State University of Education (MSUE)

Non-governmental organizations
o Mongolian e-Knowledge NGO

International organizations
o Business companies
o Individuals

The Mongolian Government encourages universities to establish open universities/ distance education institutes, e-schools and create a network of such institutions to create borderless education system through Mongolia. Mongolian Universities are taking main responsibilities to use Information and Communication Technology in education.

c. Sri Lanka

Language and Religion

Sri Lanka has a multi-ethnic population. According to the human development report published by the UNDP[2002], the ethnic composition is: Sinhalese (74 percent), Tamils of Sri Lankan origin (12 percent), Tamils of Indian origin (6 percent), Moors (7 percent), and others (1 percent). The religious composition is: Buddhists (69 percent), Hindus (15 percent), Christians (8 percent), and Muslims (8 percent). Only 21.5 percent of the populations reside in urban areas, while 72.2 percent live in rural areas and 6.3 percent in estates.[1] Both Sinhala and Tamil are national languages. English too is widely used for official and business purposes. However, less than 2 percent have the functional literacy in English.

Education

“In accordance with long-held traditions, Sri Lanka has always nurtured an advanced educational system, recognizing the importance of developing human Capital “(UNDP, 2002) The overall literacy rate of the country is 91.6 percent. 94 percent for men and 89 percent for women (Mahbub ul haq Human Development Center, 2000). The school enrolment ratio of around 90 percent is also higher than most developing countries. Both these factors place Sri Lanka on par with developed countries. In 1996/97, 20.7 percent of the population had had some sort of tertiary education while about 35 percent had completed secondary schooling and another 35 percent primary schooling. (Mahbub ul- haq Human Development Center, 2000).
The percentage of the population without any formal education was only 8.6 percent – a sharp decrease from 41.8 percent in 1953 (Central Bank, 2002b). The percentages of educational attainment in selected provinces are given.

Sri Lankan culture is influenced by the philosophical principals of the key thinkers, despite the ideological changes with open economy. The culture in Sri Lanka strongly respects a good education; degrees and diplomas enhance a virtuous education. (UNDP, 2002) Sri Lankan value orientation religious values, materialism and post materialism. Religious values see self less dedication to the well being of society and mankind. Materialism values see the pursuit of immediate rewards and physical happenings. Post materialism values see a way of life where the importance is more on harmony between people and nature. Whichever value a student subscribes to education is highly regarded.

Aesthetics

There are a series of cross-cultural differences in ways of using media for communication between western and Asian cultures. For example, Western design web sites and Asian design web site differ significantly (Hedberg and Brown, 2002).

The aesthetics of Sri Lankan art may hold the key to web design that suits Asian learners. Cultural understanding of colour and images could also lead to confusion and communication. In logos and symbols associated in marketing may not carry the same impact to the Asian learners as they do with their western counter parts. Local branding and images need to be consider when constructing case study or using examples.

Law and Politics

The legal system in Sri Lanka is weak compared to the west and more develop countries in Asia. [UNIFEM, 2000]

For example, Sri Lanka currently has no laws and regulations to prevent software piracy. Pirated software copies are used without any restriction or hesitation, not only by individuals but also by the vast majority of private and public sector institutions including the judiciary. No comprehensive studies have been conducted to estimate the prevalence of pirated software in Sri Lanka, but a ‘guesstimate’ by the authors of Regional Human Development Report [2002] places it around 95 percent of all software used.

Sri Lanka has well defined policies and laws pertaining to intellectual property. The Code of Intellectual Property Act No. 52 of 1979 embodies legislation relating to copyright, industrial design, patents, trademarks, trade names and unfair competition. Although this act was amended in 2000 to cover software products, it has so far never been successfully used to safeguard the interests of a software developer. The absence of an effective legal framework to prevent software piracy has resulted in making Sri Lanka a massive open market for illegally copied software products and entertainment media.

Internet user profile

Due to the lack of data, it is difficult to map out ICT user profiles in Sri Lanka. The Internet users seem to be mainly urban residents and corporations who can afford the high connection charges and the necessary computer facilities for access. One study of 560 Internet users in Sri Lanka (Shrestha & Amarasinghe, 2001) yielded the following facts:
71 percent of respondents were male, and 17 percent were female (while12 percent did not indicate their gender).

The largest number of Internet users fell under the 26–35 years age group (23 percent), followed by the 36–45 years group (21 percent) and the 19–25 years group (19 percent). Almost 6 percent of the users were 18 years or younger, while 8 percent were over 56 years. More than a third of users had completed at least a basic degree; 13 percent were still engaged in full-time studies. Direct satellite-based service usage in Sri Lanka is still extremely low. Although there were plans to establish island-wide cable TV networks, nothing has materialized thus far.

Social Organization

Preferences of Sri Lankan individuals/group may differ from that of the west. For example preferred learning style and learning environment may differ significantly. However, much research has not been carried on this area.

d. Vietnam

In Vietnam, information technology (IT) is widely applied in various fields. IT is considered to be one of the most important factors in economic development, social security and defense. There is a considerable demand to improve the speed, quality and cost-effectiveness of Internet connection. The improvement of the IT industry is also being sought, because it is key to the country’s economic growth and development.

It was at the start of the new millennium when there was increasing interest in e-learning research in Vietnam. Recent conferences, workshops on information technology and education have mentioned many problems with e-learning in Vietnam. Some institutions have started implementation of software support and training for e-learning, such as: University of Technology - National University of Hanoi, Institute of IT - National University of Hanoi, University of Technology Hanoi. Most recently, the Informatics Center Ministry of Education and Training has implemented an e-learning portal to provide updates on e-learning locally and in the international arena. In addition, some software companies in Vietnam have been on the market some support product training. Although these products are not yet great product, packaging is complete but has contributed to the initial development E-Learning in Vietnam.

Vietnam has joined the network E-Learning Asia (Asia E-learning Network - www.asia-elearning.net) with the participation of the Ministry of Education & Training, Ministry of Science - Technology, University Polytechnic, the Ministry of Posts and Telecommunications.

III. Summary/Conclusion

Indeed, culture influences the extent of use and practice of e-learning. It is seen from the experiences of the countries that the following elements of culture: language, education, politics, religion, values and attitudes are factors that can make or break the development of e-learning. There is considerable demand for literacy in the English language as well as in information and communication technologies in order to effectively use existing online content. Likewise, there is also demand for more culturally-sensitive e-learning content and activities.

Learning truly integrates into every aspect of our lives, from daily household chores to arts and culture. Learning and living, it could be said, will eventually merge. The challenge will not be in how to learn, but in how to use learning to create something more, to communicate.

As we approach the halfway mark of the new millennium's first decade, the nature of the Internet, and just as importantly, the people using the Internet, has begun to change. These changes are sweeping across entire industries as a whole and are not unique to education; indeed, in many ways education has lagged behind some of these trends and is just beginning to feel their wake.

IV. References

Berge, Z.L.(1998). ‘Conceptual frameworks in distance training and education.’

Central Bank of Sri Lanka, [2003] ‘Annual Report 2002’
Council for Information Technology (CINTEC) web site, [2006],http://www.cintec.lk
D’Iribarne, (1997) 'The Usefulness of an Ethnographic Approach to the International Comparison of Organizations, 'International Studies of Management and Organization vol26 no.4,30-47.

Dawney, Cordova, Wentling and Wadsworth,(2004) ‘ The relationship between national culture and the usability of an e-learning system.’

Firdhouse, M. F. M., & G. V. Dias, [1996] ‘The introduction of Internet in Sri
Lanka’, in proceedings of the 15th National Computer Conference, Colombo, Computer Society of Sri Lanka, 1996

Government of Sri Lanka, (2002) ‘Connecting to growth: Sri Lanka’s Poverty
Reduction Strategy’

Gunawardene & Wattegama (2003) 'Regional Human Development Report,'Regional Bureau for Asia and the Pacific-UNDP.

Hofstede, G (1996) 'Cultures and organizations: software of the mind,'McGraw-Hill.

Hofstede, G. (1984) ‘Culture’s consequences: international in work-related values, Sage.’

Hofstede, G (1994) ‘The business of international business culture,’ International Business Review, 3 (1).’

Regional Human Development Report,'Regional Bureau for Asia and the Pacific-UNDP.

Terpstra, V.and Sarathy, R.(2000)'International Marketing' Dryden Press, 8th Edn.

Wikramanayake, G.N (2003) 'Changes in Teaching and Learning Styles,'Computer Society of Sri Lanka.

E-Mongolia National Program for 2005-2012, Information Communication Technology Authority, Ulaanbaatar, Mongolia, 2005.

Current status of ICT development in Mongolia.: Infocon. World Public sector report – 2005, UNDP, Ulaanbaatar, Mongolia

Batsuren Amgalanbat, The infrastructure and policy of Mongolian e-learning and distance learning

Tsetseg-Ulzii Yadamsuren, Mongolian e-Knowledge campus, “Needs assessment for eLearning development in Mongolia

Baigaltugs, S. Current status of e-learning in Mongolia, presentation for e-MUST conference, 2008, Ulaanbaatar, Mongolia

www.academic-journals.org
http://scholar.google.com/scholar?q=cultural+issues+in+learning
http://109.cgpublisher.com/proposals

July eJournal

FINDING A SUITABLE SOLUTION FOR E-LEARNING DEVELOPMENT AND OPEN SOURCE SOFTWARE

Groups: Duong Thi Thu Huyen, Le Thi Thanh Binh, Nguyen Vinh Ngoc, Noreen Boots Gocon-Gragasin, Subhash Sharma

One importance step before implementing e-learning, organization that prefers to expand the e-learning in dialectic activities is to identify the need and demand of all subjects involved in to learning and teaching activities such as learners/ students, lecturers/ tutors, content designers, program designers and management and administration staff, etc. Based on those collected information and depended on the available financial resource and organization structure and model, the leaders and authority of those organizations will decide the best suitable solution and services for their units. There are 4 options to implement e-learning in an organization, at present:
- Set up an own e-learning system. This is extremely expensive in time, finance and other resource. This can be suitable for big companies or educational organizations that are strong in financial resource as well as software developed personnel.
- Purchase commercial software. This solution is feasible with the major companies and educational organizations with variety software that is different in functions and cost of license. Before choosing to buy software, several factors should be taken in to account, such as e-learning model, compatibility with existing software and system, satisfy/meet the technical requirements, financial ability, etc.
- Hire software from Application Service Provider (ASP). With this implementation, the educational organizations have to focus to develop the content and monitor the quality of provided service in spite of pay attention to the hardware and supportive software. This solution enable the organization to reduce the overall price and quite feasible with educational organizations in short-term.
- Develop a system by using the open source software. This is an optimal solution that support for implementing and suitable for specific educational content. It is also easier to upgrade the system in the future.
Open source software is software that can be distributed free with original source code. It means that the user can edit and change the source code for user purposes without getting the acceptance from its designers. Meanwhile, all the commercial software is distributed without its source code.

What is the suitable tool for e-Learning project? the open source software or commercial? by Subhash Sharma

The demand for E-learning products and services is growing fast with customers ranging from enterprise companies and government agencies to schools and universities. Geographically dispersed enterprises are taking advantage of opportunities presented when learning materials and the Internet get together decreasing expenses on a broad range of training they need to provide. Higher education and schools are looking to optimize their operations and make more use of online education. The increasing demand for e-Learning projects necessitates the requirement of a suitable solution for e-Learning development. There is no doubt that open source software is really proving panacea for this purpose. Use of an open source software for developing a system is an optimal solution that support for implementing and suitable for specific educational content. It is also easier to upgrade the system in the future.
As the world is moving towards a more collaborative form of software development, many independent software vendors are leveraging the power of open source software to build new software products at a low cost. In fact there is a sort of competition among the software venders to popularize their product and for this purpose open source software is being made available by them to the IT users. There no denying fact that Open Source Software is becoming increasingly popular and even major companies like IBM, Oracle and others are creating or converting some of their software solutions to be Open Source Software (OSS).
Open Source is often confused with freeware because much OSS is free of charge. However, this is not a requirement as such, but the distribution of the source code for the software is. Freeware programs are free of charge, but it is not a requirement that the Source Code is open/distributed e.g. MSN Messenger is free of charge, but the source code is not open.
Open source software has become mainstream. Applications such as the Firefox Web browser, Apache Web server, Linux operating system, MySQL database platform, and PHP programming language continue to gain popularity. Most importantly, these applications often equal or even surpass the quality of well-known commercial, proprietary software.
Open source software is also making important inroads into the world of online learning. Open source e-learning now includes:
• Learning management systems (LMS)
• Learning content management systems (LCMS)
• Course authoring tools
• Tools to create media elements such as animations, audio, and video clips
• Browsers and players to present content
• Wiki Software Systems
• Digital image editing, image viewing
• Audio Utilities
• Office and home use
• Useful Scholarly programs
• Forum systems
Benefits of open source e-learning software :
• Low initial cost: Open source software is free to download.
• Flexibility and customizability: You can modify the software as needed to make it better.
• Extensive active user communities: Participating in open source projects is a source of distinction among developers.
• Multi-platform capabilities: Many open source applications run on multiple platforms including Windows and Linux.
• Adherence to standards: Interoperability is a high priority for many open source developers.
• Tendency to use and link to other open source software: Including popular languages and platforms such as PHP and MySQL database
How to find Open Source Software:
It is necessary to know about the OSS before one uses it. To get detailed information on OSS, one can refer to: http://www.opensource.org where ten principles for Open Source Software can b found out.
Also one can read more about the philosophy behind Free Software and the GNU-public License, which OSS is often distributed under at: http://www.gnu.org . At the GNU-site there is also a big directory of "Free Software".
If one is looking for Open Source Software, then a good place to start is definitely Sourceforge.net. Sourceforge hosts different development projects within the OSS-community. At this site there are more than 100.000 registered development processes and more than a 1.200.000 registered users – butone should have a look at: http://sourceforge.net - Especially it might be useful to browse through their "Project of the Month" site.
Other useful links:
The site OpenCd.org also features a nice compilation of useful programs: http://www.theopencd.org/
And the same goes for a Nordic Project aimed at compiling useful OSS programs: http://nordicos.org/
UNESCO has gathered an amazing overview of different OSS applications: UNESCO portal
The site Winlibre.com features software to manage, install and upgrade various Open Source programs. It also features an overview of different programs and utilities.
The site http://ossite.org/ features a Special Interest Group (SIG)on Open Source Software in Education. This is a great resource for people interested in OSS and education.
A different version of the Open CD especially aimed at education can be found at a page developed by Trinidad and Tobago Computer Society: Open CD for education
A good collection of Open Source for Windows has been compiled at: http://www.opensourcewindows.org/
A similar collection of Windows Open Source Programs can be found at: http://osswin.sourceforge.net/
You can also find open source software alternatives to well-known commercial software - like Windows, Visio, Photoshop or Captivate at the site osalt.com. Their mission is to provide easy access to open source alternatives to well-known commercial products.
http://www.osalt.com/

By studying the available alternatives one has to decide whether open source e-learning is right for him. Before going for the right choice one should understand the following:
• Details of the differences between open source and commercial software, including details about typical software development cycles, pricing, licensing, and more.
• The impact of open source software on online training.
• The environment in which training software is developed and deployed.
• The issues involved with implementing open source software tools, including deciding whether you should go the open source route.
• The outlook, strengths, and trends of six open source LMS software packages, four course development and packaging tools, multiple tools to create media elements, and open courseware offerings.
It need not be emphasized that by opening more doors in e-learning technology, open source software has become a strong contender in online training and e-learning sectors. With technology constantly advancing, one can expect more open source offerings to emerge in the e-learning arena – changing the landscape of online instruction and training for the academic world and industry alike.
With such swift technological advancements on the horizon, chances are you can find suitable tools to meet one’s training needs in either the open source or commercial sector. But open source provides unique advantages – filling the low-cost high-control niche – that are difficult, if not impossible, to achieve through commercial, proprietary avenues.