Do virtual learning environments help deliver a consistent learning experience? Exploring the international delivery of UK Marketing degrees. Rikke Duus, Marketing Lecturer, University of Hertfordshire Muditha Cooray, Associate Head of Marketing & Enterprise Department and Director for MBA Programmes, University of Hertfordshire
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Do virtual learning environments help deliver a consistent learning experience? Exploring the international delivery of UK Marketing degrees. Rikke Duus,
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Do virtual learning environments help deliver a consistent learning experience?
Exploring the international delivery of UK Marketing degrees.
Rikke Duus, Marketing Lecturer, University of HertfordshireMuditha Cooray, Associate Head of Marketing & Enterprise Department and Director for MBA Programmes, University of Hertfordshire
What’s your perception
of UK higher education?
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Presentation Agenda
Case 1: UK on-site delivery BA (Hons) Marketing
UK higher education brand under attack!
Case 2: Franchised programmeBA (Hons ) Marketing
Case 3: Distance learning programmeMSc Marketing
Presentation of hypotheses
Discussion of hypotheses
Areas for improvement - Need for data
Feedback on key findings
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UK higher education brand under attack!
Let’s get back in the game!
1 Improve relationships with partner universities
2 Deliver better student experience
3 Consolidate status in Malaysia and internationally
To regain position, UK HE must;
Could VLEs be the answer…?
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Perhaps, but do VLEs help deliver a consistent learning experience to all students?
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Hypotheses
H1: It is necessary to have UK University staff to deliver teaching content to ensure a consistent learning experience on franchised programmes.
H2: A user-friendly VLE is essential to delivering a consistent learning experience.
H3: Understanding cultural norms, education legislation and learning styles is essential to delivering a consistent learning experience.
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To confirm/disconfirm the hypotheses we looked at usage and challenges to usage of VLEs…
Case 1: UK on-site delivery
The VLE is used as follows;
Lecturer & student engagement Administrative features Additional student support
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Case 2: Franchised delivery
Challenges to consistent learning experience;
Staff resistance & usage Use of teaching materials Administration Business integration Technological advancement Legislation Cultural differences
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Case 3: Distance learning delivery
Challenges to consistent learning experience;
Learning styles Lecturers’ loss of control Use of alternative media for
communication
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How to regain market leader position in
international markets for HE.
VLEs are key, but…
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Yes, UK staff should deliver key content
Potential benefits;
Train local staff in use of VLE
Link to teaching practices used in UK
Share good practice and build relationships
Student integration with UK University
Develop international curriculum focusing on business
integration, collaborative research and innovative assessment
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Yes, a user-friendly VLE is essential
Potential benefits;
Enables business integration
Encourages peer-to-peer learning
Develops transferrable skills
Enables discussions, team-work and additional feedback
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Yes, understanding culture, legislation and learning styles is essential
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Potential benefits;
Culture & Learning styles: Affect students’ preferred teaching style, dependency on lecturer and ability to make use of VLE facilities Distance learning should be supported by face-to-face
Legislation: Affect the delivery structure of programmes UK Programme content & teaching structure to be adjusted
We propose…
Universities should adopt more user-friendly VLEs;
Universities should engage experienced UK staff toteach, plan and work with franchise and DL staff in HE hubs;
Universities should use VLEs to build much neededbusiness integration into marketing degrees.
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Areas for improvement Understanding the usefulness of VLEs on distance learning
programmes (more specific data needed)
Further identifying criterion for ‘effective’ VLEs
Investigate overseas partner universities’ usage of VLEs
Explore the usage of VLEs at 5-10 business schools in UK and their partner universities
Collect primary data on student usage of VLE at franchised programme
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What do you think?
• Should UK staff deliver key content?
• Is it essential VLEs are user-friendly?
• Is it essential to understand culture, legislation and learning styles when using VLEs?