IMPLEMENTATION OF BLENDED LEARNING 

Mark Kalinin
Moscow University Of Industry And Finance

 

DESCRIPTION OF THE PRACTICE

 

Blended learning for Moscow University of Industry and Finance means a good combination of E-learning and other traditionally used modes , accumulation of the high quality teaching content in the e-format (web portal www.e-education.ru + multimedia content on CDs and DVDs) and provision of high quality vocational training courses to a broader community. To define the essence of the blended learning model we introduced the key concept Learning with E-learning.

 

Platform (lms)

Epos Online 2.0, ASP . NET is an internally developed virtual learning environment, with a LMS based on international standards. The integrated system can be easily adjusted to meet the University's needs.

 

Why are you using e-learning in your organization at present?

A t Moscow University of Industry and Finance, E-learning has been developed and introduced in order to enhance the quality of the teaching and learning process, in particular:

1. to raise the quality of education in the distance learning mode,
2. to make the full-time studies mode more flexible and maneuvering
3. to provide better access to quality education to those students who live not only in Moscow , but also in other regions of Russian Federation ,
4. to create the system of corporate education,
5. to involve employers into the learning process and monitoring of the University activities,
6. to develop the system of continuous education,
7. to introduce students to the working place conditions, making their adjustment to the work environment easier.

 

Do you consider e-learning positively as a system for teaching?

We consider E-learning not just as technologies, but rather a complex learning environment where innovative technologies are used. That is why we apply and advocate the phenomenon of Learning with E-learning.

Although E - learning holds a significant place in the University's teaching and learning system , we think it is better to use the blended learning mode as the later provides a necessary balance between the use of traditional and innovation-based methodology in teaching for different student groups (for instance, the blended learning modeL is more appropriate in foreign languages or international relations teaching).

 

Strong points of the e-learning project of your organization

1. E-learning is a vital part of the special integrated courses, which correspond to the methodically set course of materials and cover the content of some context-sensitive courses at a particular level (e. g. a basic integrated course on Business includes such disciplines as History of Business, Professional Business, Customers Behaviour, Principles of Competition, and International Business ).
2. The ICT use in teaching general subjects enables the transformation of the in-class teaching model into the more compact virtual format. This provides the opportunity to use the hours devoted to face-to-face teaching of the profession-related subjects (e.g. General Management, Financial Audit, Marketing, etc.) more effectively.
3. E-learning allows organizing the learning and teaching process so that a student can choose the learning strategy with the opportunity to create an individual curriculum.
4. E-learning is a part of the continuous education system.
5. E-learning enables the development of corporate education and establishment of close links with the employers.

 

 

HOW YOU HAVE IMPLEMENTED NEW TECHNOLOGIES TO THE PATTERNS OF TEACHING WITH TRADITIONAL DISTANCE LEARNING METHODS

 

A) e-Learning objetives

Our main goal is to enhance the quality of the teaching and learning at the University to develop in students all the necessary skills and competences.

B) Docent model

The Moscow University of Industry and Finance blended learning model looks as follows:

A student reads the materials before each theory or practice class independently. An instructor teaches in class using the traditional face - to - face model in the university real campus . There could be lectures, trainings, master classes, didactic games, laboratory workshops, or application work training classes. Students complete their practical tasks independently at the University virtual campus if the instructor's real presence is not necessary. Video-lectures, presentations, and a remotely accessed video-laboratory are used on the virtual campus. It is also very important and unique that employers can be engaged into the learning process on the virtual campus (for example, to monitor students results, or to test students' competencies).

Each student has his/her own login and password needed to get access to the MIFP learning resources on the virtual campus located at www.e-education.ru and to the e-library located at www.e-biblio.ru. A student has his/her personal page in the net where there is a list of integrated courses needed for completion of the individual curriculum. Through a hyperlink, each of the integrated courses on the list refers to the assigned learning material. It is important that e ach student has an opportunity to consult a tutor if he/she has any questions related to the course content, or a technical specialist regarding technical problems in surfing the virtual campus. Taking a course, a student has to complete all the practical tasks planned. Rating points are given for each of the tasks. The information about the time needed for completing a course and the maximal number of points is available in the virtual campus Academic Calendar.

C) Interactivity

There are all the necessary tools on the virtual campus to support the teacher-student communication and feedback, including a virtual class, virtual research groups, virtual companies. An e-library is also located on the virtual campus where users can find the necessary auxiliary materials, video-presentations, scientific article copies and links to the Internet resources related to a particular integrated course.

D) On-line services

There are 2 integrated portals at Moscow University of Industry and Finance:

1. www.mifp.ru contains information for the University staff and students, and also school students, their parents, and other stakeholders;

2. www.e-education.ru is the e-learning portal used in the teaching and learning process. Individual progress and achievements are recorded and monitored through ePortfolio tools available on the web portal www.e-education.ru. Students and staff have access to the JSTOR e-library network resources and the MIFP e-library resources available in Russian.

E) Teachers training

First of all, the University proceeds from the perspective that students and teachers are co-learners. Virtual campus creates additional opportunities for such co-learning processes.

Secondly, there are structured opportunities available to the teaching staff to continue their professional development in advanced ICT use. In particular, there are professional development courses that include special seminars on the ICT innovations integrated into the learning process (for instance, the issues discussed are the standards, advantages, new teaching improvement and quality enhancement techniques, current challenges, etc.). The staff working in the Deans' Offices is expected to take examinations in the ICT effective use.

It is noteworthy that the Russian Ministry of Communications consulted the University's experts when launching a staff training center. The Moscow University of Industry and Finance electronic textbooks and study guides are also used by other educational institutions.

Tutorial model

The instructors also use the teaching model that includes a combination of the traditional real-life campus and the virtual campus. The chair heads develop different e-courses in various fields, and the instructors use the e-courses developed. The course content, volume of the information included and the methodology can be different for different student groups. It depends on the teaching model and the specialization.

How many tutors use the platform (lms) or a system of telematic tutorship?

All the University instructors (621) have their own login and password to be able to use the LMS and the e-portal, and also use electronic mail for teaching purposes.

How long have you used the pattern and-learning?

Moscow University of Industry and Finance has been delivering E-learning programs and using the blended learning model for 10 years. 5 years ago the University developed its own learning environment, which is currently also being used by other educational institutions.

 

TECHNICAL INFORMATION

 

Type of technology

WEB, LMS, LCMS, and also elements of Simulations (for example, a practical course in Computer Science).

Do the students or professors need to use a specific software?

No.

 

Is production following any kind of standard?

IMS; SCORM.

 

EVALUATION OF RESULTS (PROCESS, PRODUCTS, IMPACT)

 

Have your e-learning practices been evaluated? have you used specific tools for evaluation or quality control?

Moscow University of Industry and Finance E-learning activities are evaluated through different internal and external mechanisms.

Methods for assessment of the initiative:

• Internal quality monitoring (student and staff questionnaires, grades and ratings applied in student knowledge assessment, meetings of deans and vice-rectors, etc.);
• Comprehensive assessment and accreditation by state bodies;
• Public assessment conducted by public organizations and employers (e. g. assessments made in cooperation with the Russian Union of Industrialists and Entrepreneurs (RSPP ) and Opora Rossii – the All-Russian Small and Medium size business association);
• Close cooperation with the Agency for Higher Education Quality Assurance and Career Development (AQA) (www.akkork.ru) which offers academic audit and quality monitoring services to the University;
• The Federal Service on Supervision in Education and Science.

Several internal monitoring and reviewing initiatives are the responsibility of the Academic Design Department (for example, to review and assess the dynamics of ICT application in the learning process, or to plan teaching staff workload for different modes of delivery). E-portfolio helps analyze the outcomes and is also used for other purposes (for example, as a data source for the annual Student of the Year competition).

The information management systems are of a great importance for planning, organizing, control and monitoring the learning process. The Content and Technology Department annually prepares reports based on assessment results and requests made by the staff to identify the resource requirements, new learning resources and resource replacement opportunities.

Relevant feedback related to the MIFP E-Learning initiatives comes from numerous national and international e-learning conferences (ITO 2006 – IT in Education, Virtual Learning Environment, ONLINE EDUCA BERLIN ) where the University has been an active participant.

 

Describe evaluation results

All the University programs in line with Learning with E-learning principle have got state accreditation by the Federal Service on Supervision in Education and Science ( №25-0407 of 15 February 1999, №1217 of 05 January 2004, № 2064 of 25 August 2005).

University blended learning programs have also been accredited by the Agency for Higher Education Quality Assurance and Career Development (AQA).

A positive feedback from the internal and external evaluation procedures has been linked to the E-learning and blended learning quality assurance and development strategies.

According to Decree No. 45 of 29 April 2004 Moscow University of Industry and Finance was awarded Certificate No. 526 by the National Exhibition Centre for the establishment of the electronic education system.

 

Impact in the organization

1. Optimization of the learning process
2. A diversity of learning models and programs (weekend studies, full- and part-time studies, distance learning, etc.).
3. The number of enrolled students has grown, because the programs became more accessible for international students ( China , Armenia , Canada , Israel , Germany , Moldavia , Ukraine , Uzbekistan , Tajikistan , and Afghanistan ) and students in the Russian regions.
4. The teaching staff that is based in various regions can be recruited to teach at the University.
5. E-learning opened new opportunities for staff competence development.
6. Moscow University of Industry and Finance participates in launching of the Education Techno Park for HR development in Small and Medium size business.
7. The University's achievements are also used for development of the E-learning standards and good practice in the Russian education system.

 

Obstacles or barriers

1. Technical obstacle: the Internet regional telecommunication resources are not good enough; the broad-band Internet services are rendered by monopolists who provide their services at considerably high prices. In order to overcome this obstacle the University has developed special multimedia content products.
2. The teaching staff should be provided with opportunities to take advanced courses to be able to use the technology and be psychologically prepared to use it. It is especially the case of the older generation instructors who are used to the traditional model teaching. To resolve this problem, Moscow University of Industry and Finance pays great attention to the advanced training courses arrangement.
3. The process of implementing E-learning in Russia is not rapid and smooth enough since the legislation and state standards of the Learning with E-learning have not been issued yet.

 

Costs and benefits

Since the ICT use is crucial for the quality assurance in blended learning, it is included into the budgetary planning processes. The MIFP Budgeting and Financial Monitoring Office and the Strategic Analysis and Long-Term Investments Office are involved in the ROI measurement.

 

At the initial stage of the E-learning implementation, the expenses are relatively high. The cost and benefit balance is kept as there are savings related to the better class premises use and the student number increase.

 

 

PHASES OF DEVELOPMENT

Necessities

The University administration at different levels (the deans or deputy deans) define whether the University/Faculty needs to introduce a course.

 

Definition

The course/ program content and structure are approved at the Chair staff meeting .

 

Design

The following specialists take part in the course design process: content specialists, technical implementation specialists, methodology specialists, didactics specialists, programmers, an editor and a proof-reader.

 

Production

There are content developing authors and multimedia technology specialists who brush up the learning content and put it into the format needed.

 

Expertise

There is a special e - course development stage . It is the expertise and assessment stage. The dean is in charge of the internal expertise, and the relevant external specialists are in charge of the external examination (e. g. special experts are involved into the assessment of business-oriented courses or mandatory courses developed according to the state educational standard). The amendments and upgrading made are based on the expertise results.

 

Implementation

The course material is placed into the E-Learning environment (on CD or Web).

 

Evaluation

Monitoring efforts, and student and teacher questionnaires handout initiatives. The University Department on Internal and External Audit of the Learning with E-learning programs is also involved into the evaluation process.

 

 

ADDITIONAL INFORMATION

 

• Unlike foreign Universities , universities in Russia , especially in the regions, have different technological opportunities. That is why it is so important for MIFP to use multimedia content discs integrated into the E-learning environment in order to provide ICT-based programs and programs in the blended learning mode. The CDs can have, for instance, a link to the www.e-education.ru where a user can find the course-related information needed for his/her studies.
• Moscow University of Industry and Finance's strategy is to emphasize the Learning with E-learning model for the corporate education programs.