Abstract:

Given the lifestyle norms of Generation Y and the subsequent generations, universities around the world are actively seeking to redefine the learning experience of their students through e-learning, to maintain a competitive advantage. The promise of proponents of e-learning is that learning no longer needs to be a passive experience – e-learning makes learning an active experience with emphasis on interactivity or learning by doing.

In recognizing and embracing the transformative potential of e-learning, Taylor’s University, a 44-year old institution has developed a 5-year e-learning strategic plan in which e-learning will play an important role in equipping graduates with the skills they need to succeed in the 21st-century digital economy. The plan proposes to restructure current learning environments and methodologies, including the proposition of an e-learning mission statement, guiding principles, goals, strategies, success measures and key responsibilities. The aim is that by 2015 all Taylor’s students will be able to “learn anytime and anywhere”.

The paper elaborates how the e-learning strategic plan is embedded institutionally as ‘blended learning’, which adopts a strategic and systematic implementation of technology combined with the best features of face-to-face interaction to integrate different modes of delivery, models of teaching and styles of learning. The plan will systematically create a virtual learning environment (VLE) which encompasses technology enhanced curricula, a robust learning management system, development of course homepages, lecture capture, collaborative classrooms, and superior information technology infrastructure that will facilitate between 30% through up to 80% of learning take place thorugh online means.

The plan also dwells on the willingness and ability of current faculty to adopt e-learning. This will be the critical factor determining the success or failure of the implementation of e learning at the university. The plan proposes the setting up of an e-learning Academy and a corollary Teaching Enhancement Plan (TEP) that will operationalize Taylor’s commitment to improve faculty competencies through professional development and training.

The paper finally ends with an analysis of responses from students and staff on the various initiatives introduced and future measures to be taken to integrate e-learning throughout the entire fabric of Taylor’s so that it remains a competitive institution of higher learning for future generations.

Keywords:

e-learning, anytime, anywhere learning, blended learning.