E-learning technologies and its application in higher education [Elektronische Ressource] : a descriptive comparison of Germany, United Kingdom and United States / vorgelegt von Martin Kwadwo Gyambrah

Gyambrah, Martin Kwadwo

Informations

• Publié par: ludwig-maximilians-universitat_munchen
• Publié le: 01 janvier 2007
• Nombre de lectures: 73
• Langue: English
• Poids de l'ouvrage: 4 Mo

Extrait

E-Learning Technologies and Its Application in Higher
Education: A Descriptive Comparison of Germany, United
Kingdom and United States.



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Inaugural-Dissertation
zur Erlangung des Doktorgrades der Philosophie (Dr.phil.) an der
Fakultät für Psychologie und Pädagogik
der Ludwig-Maximilians-Universität München.


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vorgelegt von


Martin Kwadwo Gyambrah


aus


Ghana


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E-learning Technologies and its Application in Higher Education: A Descriptive Comparison of Germany, UK and USA.









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Erstgutachter: Prof. Dr. Rudolf Tippelt

Zweitgutachter: PD. Dr. Manuela Pietraß

Datum der mündlichen Prüfung: 25. June 2007



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2 E-learning Technologies and its Application in Higher Education: A Descriptive Comparison of Germany, UK and USA.
ACKNOWLEDGEMENT
I will first of all thank the Almighty God for His strength in the preparation of this study.
My sincere appreciation also goes to my supervisor, Prof. Dr. Rudolf Tippelt for his unparalleled
guidance, support and coaching. I am indebted to Professors Manuela Pietrass and Frank Fischer
for all their assistance. I also express gratitude to Dr. Dr. Christian Werner for his advice and
support. Further, I am deeply grateful to my parents Thomas Gyambrah and Jane Arkoh for all
their assistance, advice and encouragement. Further my warm gratitude to my dear wife Miriam
Gyambrah, children Floriana and Felix for their support and perfect understanding. My heartfelt
thanks also goes to the following experts without whose help the project will not have been
successful. Their names appear in alphabetical order and according to country.

GERMANY
Dr. Birgit Gaiser - Knowledge Media Research Center, Tübingen
Dr. Bernhard Ertl - Universität der Bundeswehr
Prof. Dr. Frank Fischer - University of Munich
Prof. Dr. Henning Pätzold - Technical University, Kaiserslautern
Dr. Matthias Nückles - University of Freiburg
Prof. Dr. Manuela Pietrass - University of Munich.
Prof. Dr. Michael Kerres - University of Duisburg-Essen
Dr. Thomas Hülsmann - Carl von Ossietzky University of Oldenburg
Prof. Dr. Thomas Köhler - Technische Universität, Dresden
Prof. Dr. Theo Bastiaens - FernUniversität in Hagen

UNITED KINGDOM (UK)
Mr. Andreas Meiszner - Open University
Dr. David Gray - University of Surrey
Prof. Don Passey - Lancaster University
Prof. Diana Laurillard - University of London
Prof. Gilly Salmon - University of Leicester
Prof. Harvey Mellar - University of London
Prof. Lawrence Hamburg - The Higher Education Academy
Prof. Mike Sharples - University of Nottingham
Prof. Rosemary Luckin - University of London
Mr. Tony Churchill - University of Leicester

UNITED STATES OF AMERICA (USA)
Prof. Anne M. Hoag - The Pennsylvania State University
Mr. Brain Newberry - California State University, San Bernardino.
Prof. Betty Hubschman - Florida International University
Prof. David Whale - Central Michigan University
Dr. Gary Bitter - Arizona State University
Prof. Lauren Cifuentes - Texas A&M University
Prof. Mike Rogers - University of Georgia
Prof. M. Wronkovich - Ashland University
Prof. Roger Dannenberg - Carnegie Mellon University
Prof. Theresa Franklin - Ohio University

3 E-learning Technologies and its Application in Higher Education: A Descriptive Comparison of Germany, UK and USA.

TABLE OF CONTENTS
TITLE PAGE………………………………………………………………………………….0
FIRST AND SECOND READER…………………………………………………………….1
ACKNOWLEDGEMENT…………………………………………………………………….2
TABLE OF CONTENTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ………………………………... 3
LIST OF TABLES AND FIGURES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ………………5
ABSTRACT . . . . . . . . . . . . . . . . . . . . . . ………………………………........................................ 12
1. INTRODUCTION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..………………..………………...13
1.1.1. Today’s Knowledge Society……………………………………………………13
1.1.2. Knowledge Society and Digital Literacy………………………………………..17
1.1.3. State of UK’s Higher Education……………………………………………….18
1.1.4. State of Germany’s Higher Education………………………………….……... 19
1.1.5. State of USA’s Higher Education……………………………………….……...21
1.1.6. Summary: State Of Higher Education across the UK, Germany and USA……..23
1.1.7. E-Learning: Context for Workforce Education in the Information Economy….25
1.1.8. What Is E-Learning?........................................................................................................25
1.1.9. E-Learning: Historical Background………………………………………….....26
1.1.10. Benefits of E-Learning………………………………………….……………...27
1.1.11. E-Learning and Universities- Driving Forces……………………….………….29
1.1.12. Forms/Characteristics of E-Learning…………………………………………..31
1.1.13. How Is E-Learning Delivered?......................................................................................32
1.1.14. How Is E-Learning Organized?.....................................................................................33
1.1.15. Technology Trends…………………………………………………………….35
1.1.16. What Kinds of Technologies Are Being Used?...........................................................36
1.1.17. New Organisational Arrangements in E-Learning……………………………...37
1.1.18. E-Learning and Quality Assurance……………………………………………..38
1.1.19. Emerging Policy Issues………………………………………………………...43
2. THEORETICAL BACKGROUND……………………..………………………………..45
2.1.1. Social Construction of Technology (SCOT)………………………...………….47
2.1.2. Social Shaping of Technology (SST) Theory…………………………………...49
2.1.3. Educational Technology and Social Shaping Of Technology (SCOT)………….51
2.1.4. Educational Technology – A New Orientation………………………………...53
2.1.5. Evolution of E-Learning……………………………………………...................55
2.1.6. The Growing and Diversifying Demand for HE: Drivers and Trends…….…....58
2.1.7. The Policy Context…………………………………………………………….59
4 E-learning Technologies and its Application in Higher Education: A Descriptive Comparison of Germany, UK and USA.
2.1.8. Structural Issues for Traditional Universities………………………………......65
2.1.9. E-Learning Technologies and Applications: E-Learning Models………………67
2.1.10. Adoption, Diffusion and Exploitation of E-learning Technologies…………….71
2.1.11. E-Learning and Learning Processes……………………………………………78
2.1.12. Pedagogical Approaches and Learning Theory………………………………... 81
2.1.13. Impact of E-Learning………………………………………………………......93
2.1.14. E-Learning and International Knowledge Transfer………………………..........98
3. METHODOLOGY………………………………………...…………………………….100
3.1.1. Research Design……………………………………………………………....100
3.1.2. Hypothesis……………………………………………………………………102
3.1.3. Sample………………………………………………………………………..103
3.1.4. Grounded Theory…………………………………………………………….105
3.1.5. Validation of Qualitative Results & Screen Shots of Maxqda2………………...106
4. ANALYSIS AND RESULTS………………………………………..…………………....108
4.1.1. Review of Quantitative Reports-UK………………………………………….108
4.1.2. Review of Quantitative Reports- USA………………………………………...139
4.1.3. Review of Quantitative Data- Germany………………………………………170
4.1.4. Quantitative Review: International Comparisons of Germany, UK and USA...188
4.1.5. Summary Comparisons of National and International Quantitative Reports….197
4.1.6. Qualitative Analysis and Results (Expert Interviews)…………………………201
5. DISCUSSION……………………………………..……………………………………..249
5.1.1. Policy and Strategy…………………………………………………………....251
5.1.2. E-Learning Technologies……………………………………………………..258
5.1.3. E-Learning Technology Applications…………………………………………259
5.1.4. Didactical/Pedagogical Approach(s)………………………………………….260
5.1.5. Impact and Limiting Factors………………………………………………….263
5.1.6. Future Trends/ Scenarios…………………………………………………….267
5.1.7. Education Evolution Enabled By E-Learning…………………………….…..272
5.1.8. International knowledge transfer via e-learning……………………….………273
6. IMPLICATIONS OF STUDY………………………………...…………………………275
7. RECOMMENDATIONS FOR FURTHER RESEARCH……………………...………..278
8. CONCLUSION……………………………………………...…………………………...279
9. LIMITATIONS OF STUDY………………………………………………...…………...280
10. REFERENCES………………………………………..…………………………………282
11. APPENDIX………………………………………………..…………………....................291
5 E-learning Technologies and its Application in Higher Education: A Descriptive Comparison of Germany, UK and USA.

LIST OF TABLES

Table 1: Entry rates into higher education, 2003
Table 2: Changes in higher education enrolments, 1995 to 2003
Table 3: E-learning technologies
Table 4: Average number of course types offered per institution
Table 5: ILT use for Non-Schedule 2 courses
Table 6: Enablers and barriers to ICT development
Table 7