Review by: Seufert, Sabine (2004-09-10)

The research study „Models of Technology and Change in Higher Education“ was conducted by CHEPS (the Centre for Higher Education Policy Studies) and the Faculty of Educational Science and Technology of the University of Twente in the Netherlands in 2001. The research project was funded by SURF (the support agency for technology in higher education in the Netherlands), the Bertelsmann Foundation in Germany and the Norwegian Ministry of Education.

The aim of the study was to investigate strategic and policy-based initiatives with respect to the use of eLearning in higher education. Therefore, the main questions for this study were: Which “eLearning scenarios” are emerging, how can future developments be predicted, and strategic choices be based on these scenarios?

The research design consists of an international comparative survey including data from the Netherlands, Germany, Norway, the United Kingdom, Australia, Finland, and a few universities from the USA. Data were collected via web-based questionnaires addressing different target groups: decision makers, support staff and instructors. Overall all, about 20 to 50% of the universities in the mentioned countries responded, not including the USA where the response was much lower.

The research study is based on four scenarios for educational delivery:

• Scenario A: Back to Basics is the current dominant scenario for “traditional” universities in which the institution offers a program and ensures its quality and where local and face-to-face interactions are usual.
• Scenario B: The Global Campus delivers as well a quality controlled cohesive local curriculum but available globally since global and network-mediated interactions are the norm (Globalization).
• Scenario C: Stretching the Mould brings flexibility in terms of individualization in which the learner chooses what he / she wants and takes more responsibility for quality assurance. The main communication mode is still face-to-face (Individualization)
• Scenario D: The New Economy offers individualization and globalization as the most radical form.

The main conclusions of the study can be summarized as follow:

• Change is slow, and not radical: Institutions in higher education are gradually changing with respect to the use of eLearning as a process of change from within. Innovations of ICT don’t have a strong impact on their main strategy (in terms of their mission, profile, or market position).
• ICT in teaching and learning: Widespread but part of a blend: Nothing new, the study confirms that a kind of “blended” approach is the main model. Common information and communication technologies, e. g., email, PowerPoint, word processing, web resources, have become a commodity, but in a way that only gradually changes traditional teaching practices. The traditional “lecture” is still the main teaching method. eLearning plays a complementary role as a further instructional tool (additional to already existing ones).
• Instructors: Gradually doing more, but with no reward: The instructors are gradually using more technology but incentives are missing. The use of technology doesn’t influence their practice of teaching much (“stretching the mould”-approach).

An interesting outcome of the study is that the differences between the countries are not extremely significant. Since the data from USA are too small, the comparison between Europe and America is not feasible. However, the study gives an interesting portfolio of different eLearning strategies relevant for higher education leaders, policy makers, and support units. The focus of the study is sufficiently broad and shows the way to the integration of further innovation processes, such as the bologna reform process. The concrete recommendations (1. Set the target, 2. Become more systematic about the Stretching the Mould, 3. Stimulate new tools that relate to Stretching the Mould, 4. Develop policy for instructor incentives) at the end of the study are too brief and could be discussed in more detail.