AUTHOR
Nuno Sotero Alves da Silva, Simon Rogerson and Bernd Stahl
ABSTRACT
Nowadays connectivity and interactivity proclaims a tremendous impact on educational process, transforming curriculums, learning materials and pedagogical strategies. Thus, Web based educational delivery platforms are enabling students to receive and interact with educational environment, and to engage with teachers in unmistakable new ways, making possible the transfer of traditional instruction. Nevertheless, e-learning models implementation demonstrate that a simple transfer of traditional practices, do not fully exploit capabilities for transforming and enhancing educational environments (Mason, 1998), namely effectively and efficiently customising and personalising learning (Silva et al., 2009) worldwide.
This paper aims to discuss some empirical evidence about e-learning technological implementation of Lusíada Universities in Portugal (Europe) and Angola (Africa) using a multiple case study analysis. Furthermore, education is recognized as central to sustainable economic and social development, for individuals to escape from the viciousness of poverty (Dhanarajan, 2002). So, educational challenges (ethical and cultural) in Africa are enhanced when compared with European educational environments and consequently, higher levels of loyalty and commitment are necessary (Curran, 2008) regarding Kantian and Aristotelic fundamental conceptions, and the role of university in society (Brey, 2004).
The following diagram demonstrates the underlying operations concerning the case studies:
Once the objectives are clear, we remember the first co-author theoretical research framework regarding successful ethical and cultural development of e-Learning technology within universities (Silva, et al. 2008). Such framework distinguishes three technical phases regarding project implementation analysis (Technological Infrastructures and Services, Knowledge/Content Management, and Computer Mediated Communication), and a strategic one. Similarly to other worldwide educational institutions Lusíada universities have embraced global learning, requiring an observation concerning applied flexible learning programs, diversity and multiculturality (Rutherford and Kerr, 2008), which progress will be under analysis throughout the several phases of the framework. For that, is necessary attend to different curriculum planning due to language and culture dimensions (Spector, 2009). Moreover, the necessity of including ethical consideration in e-Learning is clear, since Stahl (2002) identified some moral problems (power, privacy, monitoring, surveillance, access, opportunity cost, and awareness) that should be considered.
Given the theoretical basis, as well as the nature of the study, qualitative approach was chosen because it allows obtaining in-depth, “rich” data directly from participants (Karpova, Correia and Baran, 2009). The empirical evidence can be broadly classified as interpretive IS research (Klein and Myers 1999), as a consequence of the iterative process between field data and theoretical model evolved in a longitudinal time frame, providing a “thick” description of participants’ experiences (Walsham, 1993), assumptions, beliefs, and desires. Such methodology implied data collection through semi-structured interviews, field notes, documents, participant observations and some historical stories. In addition, we have also collected data through direct observations, archival records, and focus groups.
The key organizational position of the first co-author within Lusíada Universities organizational context (ICT manager and lecturer), suggests that the relationship between institutional and research boundaries justify the words “Action Case” (Braa and Vidgen, 1999) to reflect a method that is a hybrid of action research (Lewin, 1946), and soft case study (Walsham, 1993), improving the trade-off between intervention to problem solving and interpretation.
In order to highlight an empirical data analysis and interpretation of the data collected over 4 years, the value of hermeneutics perspective was considered potentially very relevant during the systems implementation, trying to make the sense of the whole, and the relationship between people, organization, and information systems. As a result, interesting findings will be presented in a comparative analysis for each case study and comments will be welcome.
REFERENCES
Braa, K. and Vidgen, R. (1999). Interpretation, intervention, and reduction in the organzation laboratory: A framework for in-context information systems research. Accounting Management and Information Technologies, 9, 25-47.
Brey, P. (2004). Ethical issues for the virtual university. In T. W. Bynum, et al. (Eds.), ETHICOMP 2004, Syros: University of the Aegean, Greece.
Curran, C. (2008). Online learning and the university. In W.J. Bramble and S. Panda (Eds.), Economics of distance and online learning: Theory, practice, and research. New York: Routledge.
Dhanarajan, G. (2002). Learning in the digital world: A treacherous road to flexible learning. Paper presented at the 20th International Conference on Technology and Education, Potchefstroom University for CHE, Potchefstroom, South Africa.
Karpova, E., Correia, A. P. and Baran, E. (2009). Learn to use and use to learn: Technology in virtual collaboration experience, Internet and Higher Education, 12, 45–52.
Klein, H. and Myers, M. (1999). A set of principles for conducting and evaluating interpretive field studies in information systems research. MIS Quartely, 23, 1, 67-93.
Lewin, K. (1946). Action research and minority problems, Journal of Social Issues, 2, 4, 34-46.
Mason, R. (1998) Models of online courses. Asynchronous Learning Networks Magazine, 2, 2, 9-19.
Rutherford, A. G. and Kerr, B. (2008). An inclusive approach to online learning environments: Models and Resources, Turkish Online Journal of Distance Education-TOJDE, 9, 2, 64-85.
Silva, N. S. A., Costa, G. J. M., Rogerson, S. and Prior, M. (2009). The evolution of e-learning management systems- An ethical approach. In P. Madsen, H. Horta and A. Vaccaro (Eds.), Network Ethics 2009. Lisbon: Catholic University, Portugal.
Silva, N. S. A., Rogerson, S. and Stahl, B. C. (2008). E-learning in Lusíada Universities- An ethical and cultural inquiry. In T. W. Bynum, et al. (Eds.), ETHICOMP 2008, Mantua: University of Pavia, Italy.
Spector, J. M. (2009). Reconsidering the notion of distance in distance education, Distance Education, 30, 1, 157-161.
Stahl, B. C. (2002). Ethical issues in E-teaching- A theoretical framework. In G. King, et al. (Eds.), INSPIRE VII 2002. The British Computer Society. Limerick, Ireland.
Walsham, G. (1993). Interpreting information systems in organizations. Chichester: Wiley.