A Review of Two Mainline e-Learning Projects in the European Union

Author(s): Hüseyin Uzunboylu

Source: Educational Technology Research and Development, Vol. 54, No. 2 (Apr., 2006), pp. 201
-209
Published by: Springer
Stable URL: http://www.jstor.org/stable/30221322
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International Review Abbas Johari,
Editor

A Review of Two Mainline E-LearningProjectsin the EuropeanUnion

ByHiiseyinUzunboylu

Thiswasa surveyof theliteratureregardingtheuse of e-learningin two

mainlinee-learningprojectsin theEuropeanUnion:(a) thee-Learning
ActionPlanand (b)thee-LearningProgram.Ifoundevidencethatthe
EuropeanCommission(EC)haspositivelyaffectedEuropeancountries
thathaveparticipatedin theseprojectsby (a)providingnecessary
infrastructuresandequipment,(b)implementing teachertraining,(c)
deliveringusefulcontentand services,(d)encouragingcooperation and
networking; (e)promotingdigitalliteracy,(f) launchingEuropean
virtualcampuses,and(g) supportingtheuse of theWorldWideWeb
(WWW)for "e-Twinning" primaryandsecondaryschools.

D Since 1995,the WWWand relatedcommunicationand informationtech-

nologieshave permittedunprecedentedaccessto informationand resources.
Froma globalperspective,open universitiesand distanceeducationinstitu-
tions,as well as traditionalacademicinstitutions,have recognizedthe poten-
tial of e-learningfor improvingthe effectivenessof teachingand increasing
studentinteraction(UNESCO,2005).
Thedevelopmentof e-learninghas resultedfromthe widespreaduse of the
WWW,a structurethatsupportsdistanceeducationby combiningcommuni-
cationandinformationtechnologieswith a broadscope of instructionaltools.
The use of these tools as means for providingdistanceeducationpresents
opportunitiespreviouslyunavailablefor academicinstitutionsto apply their
financial,logistical,andinstructionalresources(Terrell&Dringus,2000).
Althoughnumerousdefinitionsof e-learning are found in the professional
literature,this term often refers to instructionor trainingdelivered using

ETR&D,Vol.54, No.2, p. 201-219,2006

c 2006AssociationforEducationalCommunications
and Technology. 201
202 INTERNATIONAL
REVIEW

media,computers,and technologiessuchas the WWWandintranets.Thecon-

tent deliveredvia e-learningis relatedto (a) instructionalgoals, (b) specific
instructionalmethods,(c) selectedmedia, and (d) knowledge and skills for
achieving individual or organizational goals (Clark & Mayer, 2003;
Muthukumar,2004).TheECdefinede-learning as "theuse of new multimedia
technologies and the Internet
to improve qualityof learningby facilitating
the
accessto resourcesandservicesas well as remoteexchangeandcollaboration"
(Reding,2003).

EuropeanUnionProjects
Between2000 and 2002, Councilsin Lisbon,Stockholm,Barcelona,and the
EuropeanUnion(EU),alongwithheadsof stateandothergovernmentleaders
withinthe EU,have supportedsustainedeffortsto integrateinformationand
communicationtechnologies(ICT)into educationand trainingprograms.In
March2000,the LisbonCouncilcalledfor adoptingeducationand trainingfor
use in an increasinglytechnology-basedsociety. Councilsin Barcelonaand
Stockholmsupportedrecommendations by the LisbonCouncilforimplement-
ing ICT.Subsequently,the EC launchedthe e-LearningInitiativeand the e-
Learning Action Plan for 2001-2004. In December 2003, the European
Parliamentand the EuropeanCouncilapprovedthe implementationof the e-
LearningProgramfor2004-2006(EC,2005a).
ActionPlan
Thee-Learning

During2002-2004,the e-LearningActionPlanplayed an importantrole in

coordinatingEuropeanactivitiesrelatedto theuse of ICTin educationandtrain-
ingprograms.Themajorityof actionplansofEuropean nationshaveregardedthe
e-LearningActionPlanas a sourceforguidanceandinspiration. As e-learninghas
gained academic and a
professionalcredibility, broad of
scope Europeanpolicy
documentsandinitiativeshavesupportedthee-Learning ActionPlanas a toolfor
increasingaccessto lifelongeducationandlearning(EC,2004a).Authorsof thee-
LearningActionPlanidentifiedfourprioritiesfor developmentduring 2002-
2004:(a) infrastructures and equipment,(b) contentand services,(c) teacher
and
training, (d)Europeancooperation andnetworking.

andequipment
Infrastructures
Thee-LearningActionPlanbeganby establishingan infrastructure
and secur-
ing needed equipment. As of March 2002, 93%of schools in the EU were con-
nected to the WWW, an 80%increase since May 2001. During 2001-2002, the
number of computers per 100 students with Web access increased 50%.More
than half of Europe's teachers have received instruction for implementing
computers or using the WWW. The EC has financed the use of high-speed
INTERNATIONAL
REVIEW 203

Webnetworksamonguniversitiesand researchinstitutes,a networkthatnow

connects32 Europeancountries(Reding,2003).The e-LearningAction Plan
has affectedthe developmentof the WWWand ICTinfrastructuresand the
installationof equipmentin primaryschools.Forexample,in 2002,approxi-
mately 2,000of 6,000primaryschools in Greecewere equipped with a new
computerlab (EuroBarometer,2002).The EC (2004b)expects to equip the
remainingschoolsbefore2007.
Thee-LearningInitiativewas launchedto extendthe work of the e-Learn-
ing Action Plan to promote the use of broadbandcommunicationsand to
improvethe effectivenessof publicservices.The e-Europe2005ActionPlan
concentratesits effortson threepolicy priorities:(a) e-learning,(b) e-govern-
ment, and (c) e-health.This action plan supportsretrainingthe workforce
using e-learningand establishingvirtualcampuses(EC,2004a).The e-Learn-
ing ActionPlanis instrumentalin achievingtheseextendedgoals and for fur-
therstrengtheningsupportforits prioritiesby facilitatingan increasein digital
literacyand improvingvirtualcampuses.

Contentandservices
TheECis not responsibleforproducingcontentor implementingnew ser-
vices fore-learning.It does, however,establishconditionsfor sustainingmar-
ketsandinvitingpublicinvestments.In particular,theCommissionfocuseson
factorsrelatedto intellectualpropertyrights,copyrightagreements,new dis-
tributionmethods,andthe adoptionof openstandards.Thee-LearningAction
planidentifiedthreepriorityareas:(a)modemlanguages,(b)sciencestechnol-
ogy and society,and (c)cultureand citizenship.Callsforproposalsunderthe
e-LearningInitiativeencouragedpilotprojectsforuse throughoutthe EU.Soc-
rates(a projectto publicizethe outcomesof past projects),Leonardoda Vinci
(a projectto analyze researchoutcomes and practicesfor developing more
effective e-learning), IST (a project to address economic and societal
challenges),ande-ContentPrograms(aprojectthatsupportsthe development
of multilingualcontentfor new onlineservices)have supportedseveralasso-
ciatedprojectsand have encouragedthe implementationof strategicprojects
forimprovingthe effectivenessof e-learninginstruction(Reding,2003).
Throughthe e-LearningActionProject,the EuropeanQualityObservatory
(EQO),theECis providingmorethan2 millioneurosforfundinginstructional
initiatives.EQO(www.eqo.info)serves as a centerfor enablingdevelopers,
managers, administrators, decision makers, and end users to identify
approaches to e-learning that suit the needs of their organizations. Addition-
ally, several projects have been launched under the content and services com-
ponent of EQO. The two most important projects address the quality of
e-learning (www.qual-elearning.net): Supporting Excellence in e-Learning
204 INTERNATIONAL
REVIEW

(www.seelnet.org)and SuitableEnvironmentfor the Evaluationof Qualityin

e-Learning(www.education-observatories.net/seequel/).
Teacher
training
Since the publicationof the e-LearningAction Plan, awarenessfor needing
ICTtrainingforits instructionaluse has increased.In themajorityof European
countries,initial effortshave focused on informationtechnologyequipment
and the use of software,but emphasishas shiftedto instructionalfactorsand
managementskills(Reding,2003).Accordingto the resultsof the EuroBarom-
eter Survey (2002),the majorityof teachersuses computersand accessesthe
WWWat home and believesthat the WWWhas changedor soon will change
theirteachingmethods.
Severalstatesin the EU are developingteachertrainingschemas.In addi-
tion,the ECis fundingteachertrainingprojectsundereducationand research
programsas well as under the e-LearningInitiative(Reading,2003).These
projectsincludeTeachers'ProfessionalDevelopment,ImprovingContinuing
Educationand TrainingThroughe-Learning,A EuropeanLifelongLearning
Systemon ICTin EducationforPioneerTeachers,EuropeanTrainingof Train-
ersNetwork,and InternetLaboratory(EC,2004c).
The EuropeanTrainingof TrainersNetworkseeks to improve the concrete con-
tributionof ICTto teachertrainingandencourageits use as a meansforfoster-
ing exchangesof best practices.This networkemphasizes(a) e-learningfor
teachersand trainers,(b)professionalizingelectronicvillageteachers,(c)vali-
dating nonformallearningfor teachers,and (d) improvingthe preparation
and trainingof teachersand trainers.
InternetLaboratory,a majorteachertrainingproject,is developinga virtual
laboratoryfor researchers,teachers,and trainersto use ICTfor educationand
training (EC, 2004c). The need for training often requiresorganizational
change within educationand traininginstitutions.Futureeffortswill focus
more on human and organizationalfactorsfor sustaininge-learninglong-
term,increaseits effectiveness,andminimizeits cost (EC,2003).
The e-LearningAction Plan is influencingICT trainingfor teachers.In
Greece,for example,50%of teachersin primaryeducationhave receivedin-
service and training;the remaining50%are expectedto receive in-service
trainingin 2006(EC,2003).
andnetworking
cooperation
European
Improving cooperation and networking within Europe's educational system is
a principal goal of the e-Learning Action Plan that the EC proposes for 2004-
2006, a goal of the Under the e-Learning Action Plan. Close cooperation has
been initiated with member states in several fields, including teacher educa-
INTERNATIONAL
REVIEW 205

tion, scienceeducation,new learningenvironments,and virtualuniversities

(Reding,2003).
Activitiesinitiatedunderthe e-LearningActionPlancontinueto unitepol-
icy makersand instructionalexperts for addressingimportantfactorsin e-
learning.Severalprojectslaunched under the e-LearningInitiativein 2002
have focusedon buildingEuropeancommunitiesby schedulingface-to-face
meetingsandcoordinatingongoingvirtualdiscussions.Thecooperativework
of the e-LearningInterserviceGroup,the e-LearningNationalExpertsGroup,
and the ICTexpertsgroupprovideworkingevidenceof theimportanceof col-
laborationsthat have resulted from the implementationof the e-Learning
Action Plan (EC,2003).In addition,collaborativeprojectshave been com-
pletedby multinationalteamsthatidentifiedeffectiveinstructionalmethods.
The e-LearningActionPlan seeks to strengthenand improvecooperation
withintheEuropeanSchoolnet(www.eun.org).Thisnetworkincludes23min-
istriesof educationthroughoutEuropeandlinksschools,teachers,and school
managers(EC,2005c).EuropeanSchoolnetserves as a resourcefor policy
makersand educationalprofessionalswho are integratingICTinto educa-
tionalenvironments(EC,2005b).
The e-LearningActionPlanhas encouragednumerousprojectsrelatedto
Europeancooperationand the use of networking.Themost noteworthypro-
jects include (a) the EuropeanPortfolioInitiativesCoordinationCommittee,
(b) JOIN,which supportsthe use of open-sourcelearningmanagementsys-
tems; (c) ENSEL,whichsupportscollaborationamongpilot projectsand vir-
tual centers;G-GLUE,which supports lifelong learning and establishing
game-basedlearningin universities,(d) ReCOIL,whichfacilitatesthe use of
collaborativeinquirylearning;(e) SIGDLAE,whichseeks to establisha sys-
tem for accreditinge-learningin Europe;and (f) Eu[eComp]Int,European
eCompetenceInitiative,which is developingcriteriafor certifyingacademic
staffsin the use of ICTfor teachingand learning(EC,2005d).

Thee-Learning
Program
Thee-Learning Program, whichrepresentsanothersteptowardtheuse of ICTfor
lifelonglearning,focuseson a set of prioritiesformodernizingEuropeaneduca-
tionandtrainingprograms.Itconsistsof fourcomponents: (a)promotingdigital
the
literacy,(b)increasing number of Europeanvirtualcampuses,(c) promoting
e-learningthroughoutEurope,and (d) e-Twinningprimaryand secondary
schools (e-Twinningrefersto schools' using ICTfor online collaboration.)

Promotingdigitalliteracy
Digital literacy refers to the knowledge and skills that all persons need for pro-
fessional development and for active participation in a technological-based
206 REVIEW
INTERNATIONAL

society. This componentis importantbecauseof its potentialfor increasing

accessto learning.Personswho cannotattendtraditionalon-campuscourses
andprogramsbecausethey residein remoteareas,lackfinancialresources,or
whose special needs prevent it, could benefit by using technologyand the
WWWfor earninga collegedegreeor a professionalcertificate(EC,2004b).
The e-LearningProgramhas initiatedprojectsrelatedto digital literacy.
Projectsinclude (a) e-learningfor the visually impaired,(b) Benchmarking
RegionalStrategiesforTechnologicalLiteracy,(c)ChildICTPages,(d) Digital
VideoClipsby EthnicMinorities,(e) the EuropeanFrameworkfor DigitalLit-
eracy,(f) e-learningand socialinclusionforpersonswith disabilities,(g) Digi-
tal LiteracyOpento Impairments,and (h) e-LearningInventoryfor Smalland
HandicraftEnterprises(EC,2005d).

virtualcampuses
European
Establishing
Thisgoal seeks to add a virtualdimensionto Europeancooperationin higher
educationby encouragingthe developmentof new organizationalmodels for
virtualcampusesthroughoutEuropeand for new organizationalmodels for
Europeanexchangeand virtualmobility(i.e.,sharingschemes).Thiscompo-
nent would be built upon existingcooperationframeworkssuch as the Eras-
mus program,whichprovidesan e-learningcomponent.
The virtual campus componenthas helped establishnumerousprojects,
includingREalVirtualErasmus;eLene-TT,an e-Learningnetworkfor teacher
training;E-learningperle Linguee le LetteratureEuropee;E.A.S.Y.,an agency
providing access to virtualcampuses; e-LERU, a creationof a virtualcampus;
EuropeanTeachersand TrainersCampus;VirtualCurriculaThroughReliable
InterOperating UniversitySystems;ModelingAdviceand SupportServicesto
IntegrateVirtualComponentin Higher Education;VirtualCOPERNICUS-
CAMPUS;and VIPA,a virtualcampusforEuropeanarchitectsto learnabout
virtualspacedesign (EC,2005d).

Furtheringthee-Twinningof schools

E-Twinningseeksto developandstrengthennetworkingamongschools.Dur-
ing enrollmentin secondary schools, e-Twinningprovides students (and
teachers)with opportunitiesto participatein educationalprojectswith peers
in otherEuropeancountries.Collaborativeonline activityexperiencesfoster
the European goal of a multilingual, multicultural society. Web-based learn-
ing communities contribute to improving intercultural awareness, dialogue,
and understanding. The e-Twinning of schools could result in updating the
professional and instructional skills of teachers and trainers and the collabora-
tive uses of ICT (EC, 2004d).
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INTERNATIONAL 207

In 2004, the European Schoolnet released the e-Twinning portal

(www.etwinning.net)on behalfof the EC'sDirectorateGeneralfor Education
and Culture.Createdby the EU,the e-Twinningportalaccommodates20 lan-
guages.Itofferseducatorsadvice,help,information,and resourcesforprepar-
ing e-Twinning school activities, which could include establishing a
partner-findingforum.Theportalalso providesschoolstaffwith information
aboutthe new e-Twinninginitiativeand maintainsa Europeanhelp desk for
supportinge-Twinningactivitiesand answeringquestionsrelatedto instruc-
tion.To date,approximately3,000schoolshave subscribedto the e-Twinning
portal,which links to nationalportals maintainedby the NationalSupport
Service(EC,2005b).

Transversal
actionsfor promoting Europe
e-learningthroughout
Buildingon the e-LearningActionPlan,transversalactionsseekto establisha
means for monitoringthe progressin achievinge-learninggoals throughout
Europe.Particularemphasisis placedon disseminatingthe resultsof e-learn-
ing projectsand other relevantinformationfor supportingEuropeannet-
works,surveys,studies,and eventswith existinginternationalagencies,such
as the Organizationfor EconomicCooperationand Developmentand the
UnitedNationsEducational,ScientificandCulturalOrganization(EC,2004b).
Five majorprojectshavebeen launchedunderthe transversalactionscom-
ponent:(a) TRIANGLE; (b) E-excellence,which createsa standardof excel-
lencefore-learning;(c)Quality,Interoperability
andStandardsin e-Learning;
(d) HorizontalE-LearningIntegratedObservationSystem;and (e) Learning
FrameworkforEurope(EC,2005d).
Interoperability

Fundingandbudgetdistribution
TheOfficialJournalof theEuropeanUnion (2003)reported funding allocations for
distributing44 millioneuros to supportthe e-LearningProgram:(a) 10%for
promotingdigitalliteracy,(b)30%forsupportingEuropeanvirtualcampuses,
(c) 45%fore-Twinningand promotingteachertraining,(d) 7.5%for transver-
sal actionsand monitoringthe e-LearningActionPlan,and (e) 7.5%for techni-
cal and administrative
assistance.

Conclusion

E-learning in Europe has focused on instituting practices that benefit schools

and public services. European Councils are seeking to use ICTand the WWW
strategically, not merely as means for everyday use.
The e-Learning Action Plan and the e-Learning Programhave been used to
integrate ICT for education and training in European countries. The use of
208 REVIEW
INTERNATIONAL

these strategiessuggests that e-learningyields positive results.The EC has

assumedan importantrole in planning,designing,implementing,and evalu-
atinge-learningand in financiallysupportingits widespreadimplementation.
Thee-LearningActionPlanplaysan importantrolein guidingEuropeane-
learningfor achievingestablishedgoals and providesan importantresource
for memberstates. This plan also enables the exchangeof knowledge and
experiencesrelatedto key factorsin using ICTfor educationand training,
including financing infrastructures,purchasingequipment,providing net-
workaccess,trainingstrategies,supportingthe developmentof instructional
contentand services,evaluatingteachingmethodology,and advancingfur-
therresearch.
Applyingandsharingbestpracticeshelpseducatorsunderstandthe contri-
bution of ICTand the WWWfor effectivelearning.Advancesin technology
will increasethe need forextendingresearchto determinetechnological,ped-
agogical, social-economical,and cultural affects of e-learningthroughout
countriesin the EU.Forthe ECto continueto fundresearchrelatedto e-learn-
ing would furtherEurope'smovementtowarda technological-based societ)

is AssociateProfessor
HiiseyinUzunboylu[huzunboylu@neu.edu.trl andChairmanof the
Departmentof Computer &Instructional
Education TechnologiesatNearEastUniversity,
Lefkosa,Cyprus,Via:Mersin10Turkey.
YakinDoguPostahanesi,

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KoreanContent Management in e-Higher Education:

Here and Hereafter

ByInsook
Lee

Currenttrendsin themanagement of e-learningcontentin Korean

highereducationarereviewed,alongwithimportantissuesforfuture
development. SouthKoreantechnological amongthemost
infrastructure,
advancedin theworld,providesthenecessaryconditions for e-learning
butas e-learningin highereducationapproaches
to proliferate, a certain
levelof maturityandproliferation, therewill emergeissuesto beresolved
at thenationallevel.Suggested futureconsiderations include
establishinga nationallevelof overarching planningfor courseware
management; universityandconsortiumlevelplanningfor quality
contentmanagement; e-learningcontentsharingsystemsthroughsuch
methodsas learningtechnologystandardization; anda trainingand
supportsystemfor specialistsin educationaldevelopment, instruction,
andadministration thatcanoperatemutuallyandconcurrently.

O The active role of the Korean government has contributed to the introduc-
tion of e-learning into Korean colleges and universities. In February 1998, the