Online Learning in Management

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1 43 rd EUCEN Conference 2012 Workshop: Supporting the individual learner in ULLL The Makes and Brakes of Collaborative E-Learning: Online Learning in Management - A case study - Dr. Marion Bruhn-Suhr University of Hamburg, Arbeitsstelle für

2 Agenda OLIM, the programme E-learning concept Realisation Student journey Quality of student support Summary from 10 years experience

3 The modular programme: Online Learning in Management Virtual Teamwork (30h, 4 weeks) Business studies, Management (90h resp. 150h, 5 months each) Labour and organisational psychology (90h resp. 150h, 5 months each) Labour law (90h resp. 150h, 5 months each)

4 Our e-learning-concept Teaching content in a process facilitated by a team of moderators with virtual communication, collaboration and networking of all participants being central realised via a learning platform (using forums, wikis, vcs, chats, calendars, virtual business cards, self-tests,..)

5 Reasons for this approach are based on research results and experience in the area of distance education e-learning as well as practical experience with continuing education programmes. Key are: didactics motivation transfer into every day work

6 E-learning-concept Realisation Arbeitsstelle für theoretical background / texts discussion / exchange Relevant tasks! tasks, activities: Team and plenary tasks ideas experience opinions knowledge

7 Student support starts here: Course information

8 Student journey Course information Induction: virtual teamwork

9 Student journey Course information Induction: virtual teamwork Course study

10 Student journey Course information Induction: virtual teamwork Continuous assessment Course study

11 Student journey Course information Networking with fellow students Induction: virtual teamwork Continuous assessment Course study

Quality of student support Our initial situation: experienced in f2f- teaching focus on content learning targets content design course planning didactical methods no

12 Quality of student support Our initial situation: experienced in f2f- teaching focus on content learning targets content design course planning didactical methods no systematic didactical education assessment motivation feedback hardly any e-learning experience no specific media competence commitment Initiation and moderation of discussions

13 communication participants exchange of experience learning from and with each other, generating new knowledge different learningstyles and -types social communication establishing networks reflection synchronous: chats, VCs, face to face asynchronous: forums, blogs, wikis, ,. subject practise teamwork moderation moderation of discussion process continuous feedback throughout the course/ learning process input for the transfer support to keep the motivation selflearning competence

Individual learner support continuous moderation/facilitation by well-trained e-moderators alumni network continuous evaluation case studies Networking with fellow students

14 Individual learner support continuous moderation/facilitation by well-trained e-moderators alumni network continuous evaluation case studies Networking with fellow students Course information Induction: virtual teamwork technical support course guide time management feedback Continuous assessment Course study diversity learning styles teamwork

15 Conclusions from ten years experience an introduction is relevant continuous facilitation raises the quality of student s learning outcomes continuous feedback adds to the learnings results as well as to the students motivation flexibility of time is restricted with the underlying concept presented qualification of moderators is key blended learning concept is still relevant as opposed to pure online courses presentation costs are high but learning outcomes are much better in quality

Thank you for your attention! Questions? Dr. Marion Bruhn-Suhr Comments! m.bruhn-suhr@gmx.

16 Thank you for your attention! Questions? Dr. Marion Bruhn-Suhr Comments! Comments! Questions? Comments! Comments! Questions?

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