CASE STUDY: IT-BASED BLENDED LEARNING IN AFRICAN REALITIES POST-GRADUATE EDUCATION FOR LOCAL GOVERNMENT IN RWANDA. Dr. Juergen-Matthias Seeler

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1 CASE STUDY: IT-BASED BLENDED LEARNING IN AFRICAN REALITIES POST-GRADUATE EDUCATION FOR LOCAL GOVERNMENT IN RWANDA Dr. Juergen-Matthias Seeler MCI MANAGEMENT CENTER INNSBRUCK Universitätsstraße 15 1

2 CONTENT 1. Underlying Problem and Guiding Question 2. The Cases Considered in this Report 3. Methodology 4. First Results 5. Limitations and Future Research MCI MANAGEMENT CENTER INNSBRUCK Universitätsstraße 15 2

3 1. Underlying Problem and Guiding Question MCI MANAGEMENT CENTER INNSBRUCK Universitätsstraße 15 3

4 UNDERLYING PROBLEM AND GUIDING QUESTION Lack of University graduates in developing countries Negative impact on economic growth and development Many African Universities are not up to academic standards: Scarcity of financial and professional / academic resources Studies frequently too expensive for potential students Facilitation oftentimes not matching student needs Lack of scholarship systems MCI MANAGEMENT CENTER INNSBRUCK Universitätsstraße 15 4

5 UNDERLYING PROBLEM AND GUIDING QUESTION Many students rely on income generation while studying Particular relevance as far as Masters Degree studies are concerned (no further family support for 2 nd degree) ELearning is a promising way of facilitation but what about the transactional gap? MCI MANAGEMENT CENTER INNSBRUCK Universitätsstraße 15 5

6 UNDERLYING PROBLEM AND GUIDING QUESTION Guiding question for this paper: How can one design a University program that is oriented to local needs adapted to prevailing contexts aligned with potential students commitments, and financially sustainable for institutions while affordable for students? MCI MANAGEMENT CENTER INNSBRUCK Universitätsstraße 15 6

7 2. The Cases Considered in this Report MCI MANAGEMENT CENTER INNSBRUCK Universitätsstraße 15 7

8 THE CASES CONSIDERED IN THIS REPORT Rwanda Association of Local Government Authorities developing a Master Degree course in Local Government Studies Management Center Innsbruck launching a Bachelor Degree course Business Administration Online (program started on 1 st October 2014) MCI MANAGEMENT CENTER INNSBRUCK Universitätsstraße 15 8

9 THE CASES CONSIDERED IN THIS REPORT Why these cases? Iterative loop A RALGA Case Initial Idea Development Raw Curriculum Stakeholder Engagement Input + Validation Routines C C R E D I A T I O N Development Detailed Curriculum Lecturers Technical + IT Provisions Guidelines... Educational Material Schedules Time MCI Case T Cultural Influences Infrastructural Influences (Institutional Influences) (Individual Influences) MCI MANAGEMENT CENTER INNSBRUCK Universitätsstraße 15 9

10 THE CASES CONSIDERED IN THIS REPORT MCI MANAGEMENT CENTER INNSBRUCK Universitätsstraße 15 10

11 THE CASES CONSIDERED IN THIS REPORT Video-Course Teaser, Announcements etc. Virtual Classroom DIE UNTERNEHMERISCHE HOCHSCHULE M CI M ANAGEM ENT CENTER INNSBRUCK 6020 Innsbruck / Austria Universitätsstraße 15 Course Content, Time Plans, Instrcutiions etc. 11

12 3. Methodology MCI MANAGEMENT CENTER INNSBRUCK Universitätsstraße 15 12

13 METHODOLOGY No research paper in the narrow sense Research paradigm: constructivism Analysis of cases Qualitative approach (including researcher s subjectivity) Case selection because they are rich in relevant information they inform each other and allow for a strategy for the Rwanda case MCI MANAGEMENT CENTER INNSBRUCK Universitätsstraße 15 13

14 METHODOLOGY Inductive research approach (from single case/few cases to more general conclusions) Rather descriptive Using primary data Data collection: observation, personal interviews and document analysis Data analysis: hermeneutical, interpretive Research quality: proper documentation, discussions with peers (developing partners, RALGA, MCI experts ) MCI MANAGEMENT CENTER INNSBRUCK Universitätsstraße 15 14

15 METHODOLOGY Research Strategy: 1. Extracting key strengths of both cases (best practices) 2. Employing Hofstede s 5 dimensions of cultural determinants in regard to culture in Rwanda 3. Considering cultural implications on best practices for the Rwanda case 4. Considering infrastructural implications for the Rwanda case MCI MANAGEMENT CENTER INNSBRUCK Universitätsstraße 15 15

16 4. First Results MCI MANAGEMENT CENTER INNSBRUCK Universitätsstraße 15 16

17 FIRST RESULTS - 2 Best Practices retrieved from both cases: Overarching framework/policy Needs assessment Stakeholder inclusion Skills sought after by industries Student needs/capacities/situations Financial sustainability of program Blended learning strategy Classroom teaching plan Lecturer + student availability Location of classroom teaching Availability of technical equipment Internet connectivity Virtual classroom system Training of lecturers Bridging the transactional gap Design facilitation (connectivity) Script design and format Comprehensive exam structure Lecturers response to queries Student evaluation MCI MANAGEMENT CENTER INNSBRUCK Universitätsstraße 15 17

18 FIRST RESULTS - 1 The Rwanda case and Hofestede s 5 dimensions: Power distance: rather high, resulting in relatively strong acceptance of authority and hierarchy Collectivism: rather high, group interests are given priority Femininity: predominates, social considerations are rated higher than aggressive goal orientation. Uncertainty avoidance: rather low, tendency to informal behaviour and reliance on informal rules. Long term orientation: relatively low, people are less concerned with long term plans MCI MANAGEMENT CENTER INNSBRUCK Universitätsstraße 15 18

19 FIRST RESULTS 2.1 Imperative/Guiding Question 1 Is there an overarching framework, such as a country s policy, an industry standard and any other regulatory framework where the designated program would fall in? 2 Carry out a needs assessment for the prospective University program! 3 Who are the key stakeholders in the curriculum development process? Arrange for stakeholder input in and validation of the curriculum! 4 What are the skills sought after by those organizations that are likely to hire the graduates from your program? Address these skills when developing the curriculum! From Case Case 1 Case 1 Case 1 Case 1 Cultural Influences in Rwanda (based on Hofstede s 5 dimensions /cultural determinants) - Collectivism: inclusion of stakeholders. - Large power distance/hierarchy: considering strong stakeholders carefully (Ministries, regulatory authorities MCI MANAGEMENT CENTER INNSBRUCK Universitätsstraße 15 19

20 FIRST RESULTS 2.2 Imperative/Guiding Question 5 Who are the potential students? What are their needs, capacities, obstacles and preconditions for the prospective study course? 6 Consider financial sustainability of the program. Calculate the program break-even and if required the necessary student fees. Are student fees affordable to the target group? If not, revise the study program (in particular the facilitation mode)! From Case Case 1 and 2 Case 1 Cultural Influences in Rwanda (based on Hofstede s 5 dimensions /cultural determinants) - Collectivism: can discourage potential students to go for a Masters Degree because they don t want to overburden family Program design for students that remain employed (e.g. distance learning / elearning) - Large power distance. Students may feel comfortable in discussions with fellow students but remain silent when senior lecturers participate Similar to No. 5. Collectivism: potential students must observe group interests (family), rather than individual ones. Thus, student fees must be affordable in view of the income these students receive at the time of program entry. MCI MANAGEMENT CENTER INNSBRUCK Universitätsstraße 15 20

21 FIRST RESULTS 2.3 Imperative/Guiding Question 7 Develop a blended learning strategy. Establish key aims of classroom lectures and online sessions (synchronous and asynchronous)! From Case Case 1 and 2 Cultural Influences in Rwanda (based on Hofstede s 5 dimensions /cultural determinants) - Short-term orientation: learning strategy should be marked by achievable short- and mid-term goals. - In regard to blended learning: classroom lectures in regular intervals (e.g. every 3 weeks) to prevent students from losing track. Synchronous online sessions should be oriented to case study work and group assignments. Asynchronous sessions should provide content input and always include assignments that require students to stay connected with their studies. - Femininity: social issues dominate aggressive goal orientation. Therefore, time structure of the Degree Program should be based on student achievements, not on time. Thus, students gain flexibility in that they can match their study workload with private and professional commitments. - Large power distance: may distract students from engaging in discussions when the lecturer participates. Therefore, discussions should be designed in a way that students mainly communicate with fellows (e.g. through discussion boards, forums etc.). MCI MANAGEMENT CENTER INNSBRUCK Universitätsstraße 15 21

22 FIRST RESULTS 2.4 Imperative/Guiding Question 8 How many days of classroom lectures are financially viable for the University, and acceptable in terms of their work commitments for prospective students? 9 Prepare a time-plan for classroom teaching and online sessions. Take into account lecturer availability, and students requirements (e.g. evening hours/ weekends/ public holidays etc. for mature students)! 10 Is the location of classroom lectures in reachable distance for students? From Case Case 1 and 2 Case 1 and 2 Cultural Influences in Rwanda (based on Hofstede s 5 dimensions /cultural determinants) Large power distance: students may face interferences from their employers when they enrol in studies accompanying full time work. Similarly, the view of members of the extended family of potential students is important. Similar to No. 8 Case 1 Similar to No. 8. MCI MANAGEMENT CENTER INNSBRUCK Universitätsstraße 15 22

23 FIRST RESULTS 2.5 Imperative/Guiding Question 11 Make sure that students avail the necessary technical equipment (computers, head-sets, microphones) for online learning. Provide technical support in first classroom lectures to make sure students equipment is aligned with the virtual classroom system! 12 Consider Internet connectivity of prospective students. Plan synchronous and asynchronous online lectures accordingly. Make sure all online lectures are recorded and made available to students! 13 Decide on the online lecturing software system. Take into account potential costs for software licenses, available technical features, and prospective student numbers! From Case Case 1 - Case 1 and 2 - Case 1 - Cultural Influences in Rwanda (based on Hofstede s 5 dimensions /cultural determinants) MCI MANAGEMENT CENTER INNSBRUCK Universitätsstraße 15 23

24 FIRST RESULTS 2.6 Imperative/Guiding Question 14 Train lecturers in online teaching. Put particular emphasis on how to guide and supervise students in order to trigger self-guided learning processes. Make regular training routine mandatory for all lecturers in the program. Also, prepare lecturers for teaching on weekends and during evening hours! 15 Care for ongoing and close teacherlearner interaction. Bind lecturers to tight response time-lines to student queries. Make student centred teaching and supervision approaches a priority, and include a respective obligation of lecturers in their employment contracts! From Case Case 2 Case 2 Cultural Influences in Rwanda (based on Hofstede s 5 dimensions /cultural determinants) Large power distance: experienced lecturers may resist participation in training for online facilitation. Strong leadership by University management is required as are strict contracts of employment Large power distance: Senior lecturers may not feel comfortable with student centred teaching approaches and service orientation. Close supervision of lecturers is a must as is monitoring and evaluation of teaching processes. (This is, however, easily possible due to the recording of online lectures.) MCI MANAGEMENT CENTER INNSBRUCK Universitätsstraße 15 24

25 FIRST RESULTS 2.7 Imperative/Guiding Question 16 Design the facilitation strategy and the didactical blend of classroom and online teaching in a way, that students with limited Internet connectivity are still enabled to study at normal pace, e.g. by providing both online access, and paper-based teaching material! 17 Make sure, study scripts and presentations for lectures follow a consistent design! Study scripts must be written in an appealing style that supports self-learning by students. From Case Case 1 Cultural Influences in Rwanda (based on Hofstede s 5 dimensions /cultural determinants) Similar to No. 15. Lecturers must put an effort in preparing student oriented material / recorded lectures. Case 2 Similar to No. 15 MCI MANAGEMENT CENTER INNSBRUCK Universitätsstraße 15 25

26 FIRST RESULTS 2.8 Imperative/Guiding Question 18 Make sure exams follow a comprehensive structure, e.g. a mix of 40 % multiple-choice questions and 60 % open questions! 19 Make sure you provide a clearly comprehensive response mechanism for student queries (e.g. , discussion boards, forums, tutorials etc.). 20 Pay attention to student evaluation. Let students evaluate each subject, discuss feedback with lecturers, and inform students about adjustments following their feedback! From Cultural Influences in Rwanda (based on Hofstede s 5 Case dimensions /cultural determinants) Case 2 Similar to No. 15 Case 2 Case 2 Similar to No. 15. Lecturers must be aware of the fact that response to student queries is a key feature in blended learning processes. Large power distance: lecturers may not be willing to learn from student feedback. Strong University leadership is required to provide for a conducive organizational culture. MCI MANAGEMENT CENTER INNSBRUCK Universitätsstraße 15 26

27 FIRST RESULTS - 3 Infrastructural challenges impacting curriculum design: Internet connectivity Power cuts Students travel for classroom lectures on weekends presents challenges (partly bad roads, unreliable public transport) MCI MANAGEMENT CENTER INNSBRUCK Universitätsstraße 15 27

28 FIRST RESULTS 3.1 Solutions: Pre-recorded online tutorials to be downloaded, or on data stick/dvd Printed study scripts plus PDF copy Discussion boards, chats, Whatsapp-groups, forum etc. Classroom facilitation on district level Regionally organized group work MCI MANAGEMENT CENTER INNSBRUCK Universitätsstraße 15 28

29 5. Limitations and Future Research MCI MANAGEMENT CENTER INNSBRUCK Universitätsstraße 15 29

30 LIMITATIONS AND FUTURE RESEARCH Limitations: Rather descriptive approach Just two cases Rwanda is not Africa Research on culture in Rwanda still in its infancy So far no data available about student motivation for and expectations in University studies online (but first results available for the Austrian cohort at MCI) MCI MANAGEMENT CENTER INNSBRUCK Universitätsstraße 15 30

31 LIMITATIONS AND FUTURE RESEARCH Future Research: Collection of best practices from Africa and beyond Qualitative and quantitative studies Replication of the MCI-study on student motivation and expectations into the Rwandan context Seeking further input from peers MCI MANAGEMENT CENTER INNSBRUCK Universitätsstraße 15 31

32 LIMITATIONS AND FUTURE RESEARCH Note: It s not about providing a one-format-fits-all solution but about asking the right questions and coming to solutions that fit well the prevailing context! MCI MANAGEMENT CENTER INNSBRUCK Universitätsstraße 15 32

33 Thank you for your attention! Your Questions please! MCI MANAGEMENT CENTER INNSBRUCK Universitätsstraße 15 33

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