CHAPTER 4
CYCLE 1 -
TOWARDS THE VIRTUAL CLASS
Chapter
three provided an overview of the action research methodology. In Chapter four
the first of four action research cycles, which occurred from July 1995 to
December, 1995 is described.
During
cycle 1, the vision to implement the virtual class infrastructure at Wellington
Polytechnic was initiated and the first steps towards this goal were taken.
This process started when the HYDI project at Wellington Polytechnic commenced
early in cycle 1. Networked education at this stage was a totally new concept
within this Polytechnic.
At
Wellington Polytechnic most teaching (excluding a few courses in education) at
this stage used the face-to-face mode on the physical campus in
In July 1995
the Educational Development Department invited Lobodzinski (1995) to conduct a
workshop on hypermedia and the World Wide Web (WWW) at which five departments
were represented, indicating an initial interest in WWW-based education
(Appendix 1). This author attended this
workshop and saw potential benefits in using the WWW and hypermedia for
tertiary education - the vision of the virtual class at Wellington Polytechnic
was born. At this stage the author saw the virtual class particularly as a mode
for facilitating distance education.
This
chapter has been structured according to the typical phases in action research:
4.1. plan
4.2. act and observe
4..3. reflection.
This action
research log for cycle one consists of 619 electronic mail messages of which
key messages are included in Appendix 7.
4.1 Plan
The overall
objective for this action research cycle
was to manage the implementation of the virtual class infrastructure so that the feasibility of the concept of
networked education at Wellington Polytechnic could be tested.
In the
draft project proposal to the President (Appendix 1) the author stated the aim
of the HYDI project as " …to establish the
initial feasibility of the vision for the Wellington Polytechnic". In this
draft proposal the author acknowledged the uncertainty which surrounded this
innovation: "this report is a 'draft' proposal due to the strategic focus
of this report, the early stages of conceptualising and the great number of
variables and parameters of this project due to its wide scope and the speed of
changes in the underlying computer technology" (Appendix 1).
If the
outcome were to be positive, cycle 1 would form a solid basis for the further
implementation of the virtual class infrastructure at Wellington Polytechnic
because it was perceived that resources and support would then become more
readily available.
At the same
time it was intended that pursuit of this objective would lead to the early identification
of heuristics for managing the implementation of the virtual class. The
possibility of identifying some of the characteristics of managing the
operations of the virtual class was limited owing to the early stage of
implementing the virtual class infrastructure.
As this was
the initial introductory phase of implementation, or the take-off phase in the
S-shaped adoption of innovation curve (see Figure 2.1), for the virtual class
infrastructure at Wellington Polytechnic, it was expected that the findings and
conclusions in cycle 1 would be preliminary and could well be superseded by
those in further cycles. This is often the case in action research as interim
results are validated or invalidated.
To meet the
overall objective, the following strategies were formulated as the modus operandi for cycle one:
4.1.1.
Define the vision of the virtual class at Wellington
Polytechnic in such a way that the vision can be effectively communicated
4.1.2 Communicate
the vision in such a way that management and other support for the
implementation of the virtual class can be obtained
4.1.3
Implement the vision by
4.1.3.1
securing resources for the initial introduction of the
virtual class and identify detailed resources and skills requirements for the next
phase of implementing the virtual class infrastructure at Wellington
Polytechnic;
4.1.3.2 carefully
selecting and managing the first steps in creating the technological
architecture for the virtual class at Wellington Polytechnic; and
4.1.3.3 analysing
how the organisation responds to this new paradigm of the virtual class
4.1.4
Forge closer links with institutions, organisations
and individuals already conducting research and involved in networked
education.
These
strategies were closely linked to the operational plan for implementing the
virtual class at Wellington Polytechnic (Appendix 1).
4.2 Act and Observe
This section contains a discussion of how the
strategies above were carried out.
4.2.1 Define the vision of the virtual class at
Shortly
after the hypermedia workshop late in July 1995, which ignited the vision of
the virtual class, the author started working on a proposal to define the
vision of implementing networked education at Wellington Polytechnic. In the
draft project proposal the author defined the vision as “Combining hypermedia on the World Wide Web
as a distance learning medium with current educational strategies to provide
education to both overseas and New Zealand students” (Appendix 1). The Internet
and the WWW were identified as key technologies in delivering education
internationally.
The use of
the virtual class was seen as a way to reach off-campus students through the
WWW. It was thus seen to be particularly applicable to distance education
because intranets had at that stage not gained much prominence.
The
advantages of networked education were highlighted in the draft project
proposal (Appendix 1) as well as in the communication of the vision that
followed. These advantages
included the prospect of reaching and retaining more clients
(students) in foreign countries as well as in the wider New Zealand, overcoming
physical space restrictions in Wellington, building a reputation of
technological innovation and addressing the client's needs in an international
market as well as increasing the productivity of our staff by adding the
concept and application of hypermedia to content and facilities that already
existed
A number of factors were identified in the draft
project proposal (Appendix 1) as being critical for the implementation of
networked education at Wellington Polytechnic. These factors included support
from senior management; ensuring confidentiality of the project; a speedy
implementation; controlling access to educational materials on the WWW;
bridging the gap of ESL to penetrate the Asian market; working with SEACC in
making the Internet more acceptable in a large number of Asian countries by
addressing their concerns such as freedom of speech, pornography, terrorist
activities; basing material on the NZQA Framework, thereby ensuring the
availability of resources and thorough planning and management of the project.
It was important to test these in cycle 1 so that the management of the project
could be targeting appropriate goals.
Senior
management support was deemed important to ensure that resources could be made
available and also because the author believed that networked education would
impact the institute on academic and administrative levels. The President of
Wellington Polytechnic provided managerial and financial sponsorship for this
project, shared this vision with his directorate colleagues and senior
management, and promoted the interests of the HYDI project. Having the
president as sponsor was central to the early successes of the project.
Managing
the project through a project group instead of a committee was proposed by the
author and accepted by the President to ensure that the implementation of the
virtual class infrastructure could be actioned speedily. A committee could,,
however have provided wider ownership and participation from the start.
The new
international possibilities of networked education emerged and closer links
with the South East Asian Computer Confederation (SEACC) was seen as an
important strategy to capitalise on the new opportunity of offering education
internationally via the Internet. Contact was made with the Secretary-General
of SEACC at a conference in August 1995 and he indicated that opportunities for
Differences
in languages and culture are management issues to be addressed in networked
education. The author did not foresee that the Wellington Polytechnic networked
courses would be translated into foreign languages. It was therefore important
to ensure in some way or another that speakers of languages other than English
would be able to gain proficiency in English to participate in networked
courses.
The
confidentiality of the project was deemed critical, as the author believed that
the HYDI team might be creating a unique educational experience for the
students. As more information about similar developments nationally and
internationally emerged, it became clear that the combination of hypermedia
presentations, visits by lecturers to major centres of students in networked
education, and inviting students to attend annual/semester workshops locally
would not be a “unique approach” (as initially perceived). Other institutes in
tertiary education in
4.2.2 Communicate the vision in such a way that
management and other support for the implementation of the virtual class can be
obtained
The author
believed that the implications and possibilities of the virtual class would
involve the entire institution and that it should not be localised to any
specific academic department or grouping. The author also realized that
financial resources would most probably not be able to come from a school or
departmental budget as the project commenced at the end of a financial year.
Therefore the draft project proposal (Appendix 1) to implement the virtual
class infrastructure at Wellington Polytechnic was presented to the President
in 1995. At this meeting the author indicated a personal willingness to lead
the implementation.
The
President of Wellington Polytechnic at that time, Mr Bob Bubendorfer, accepted
the draft project proposal and appointed the author shortly thereafter as
project manager. Unbeknown to the author, the President had previously
expressed a desire to move the Polytechnic in this direction (Finance
Registrar, personal communication, 1996). The President became the sponsor of
the project and took personal ownership of the project (Appendix 7:3), which
became known as project HYDI (Appendix 3) since it was then aimed at the use of
hypermedia in distance education.
Key individuals and groups identified by the author
included members of the Directorate and of the Senior Management Group (SMG)
consisting of the Directorate, Registrars, Heads of academic schools and some
administrative managers. The vision was communicated on
At the same time, a bottom-up approach was also
followed whereby general sessions were held to which administrative (also
called allied) staff, heads of academic departments and general staff were
invited to attend (Appendices 7: 4 and 7: 5).
As the development of the Website progressed, two
public sessions were held to which the directorate, the SMG and Heads of
Departments were invited and which were well attended, to demonstrate progress,
to obtain feedback and create a sense of ownership.
4.2.3 Implement the vision
This strategy had three supporting action plans:
4.2.3.1 Secure
resources for the initial introduction of the virtual class and identify
detailed resources and skills requirements for the next phase of implementing
the virtual class infrastructure at Wellington Polytechnic.
4.2.3.2 Carefully
select and manage the first steps in creating the technological architecture
for the virtual class at Wellington Polytechnic.
4.2.3.3 Analyse how the
organization responds to this new paradigm of the virtual class.
4.2.3.1 Secure resources for the initial
introduction of the virtual class and identify detailed resources and skills
requirements for the next phase of implementing the virtual class
infrastructure at
The request
for the required resources was presented to the President in the initial
project proposal (Appendix 1). A project group to implement the vision, rather
than a committee, was proposed. Staffing was described according to the four
roles identified by Lobodzinski (1995), namely a producer (performing project
management duties), content director (organising and ensuring the quality of
the content), graphics/design artist (ensure quality presentations) and a
software specialist (expertise in hypermedia and the related software, hardware
and networks). The ICT specified included multi-media computers, good network
links, development software like Hyper-G (Hyperwave, 1998), a type of UNIX
(Lynux was available through the Computer Studies department and a multi-media
authoring package (which was available via the Computer Studies and Graphic
Design Departments).
Financial
support was requested on an as-needed basis since the HYDI team needed to
experiment and since networked education was a new paradigm at Wellington
Polytechnic. The president made approximately NZ$40,0000
available from his development budget for the acquiring of software and
hardware and for the project manager to attend two relevant conferences in
order to rapidly learn more about educational hypermedia applications.
Obtaining
time release from academic teaching duties was not possible at the stage when
the project commenced. The author did request that the team members be formally
appointed to the team, but the President did not agree to this and indicated
that the pilot project should be executed with volunteers. At that stage the President also indicated
that the author’s description or employment conditions could not be revised as
requested in a memo (Appendix 3).
The HYDI
team was informally formed from Wellington Polytechnic staff early in September
1995 by personal invitation from the author who trusted that success in the
pilot project would lead to formal time allocation to the project. The team was
based on the roles put forward by Lobodzinski (1995) and drawn from the
Polytechnic staff who attended his Hypermedia Workshop in July 1995. The author
identified a fifth role of “educational
adviser” to ensure that educational considerations had a high priority in
blending the technical, design and administrative considerations, and therefore
a staff member from the Academic Staff Development Department (which was later
renamed to the Educational Development Department) was also invited.
All the
staff members invited accepted the challenge and indicated that they were
enthusiastic (Appendix 5 and Appendix 7: 1 contain typical responses) to
explore the new possibilities that the Internet offered. Each person invited
was asked to think carefully about the invitation, discuss the matter with
relevant managers and notify the project manager of their decision. Eight staff
members voluntarily formed a project team: two staff members from the
Department of Computer Studies, one from the
Some team
members were relieved from some of their duties to be involved in this project.
Others, however, did not have any reduction in their duties and no additional
remuneration was provided in any of these cases.
The writer
was warned that voluntary commitments beyond and above normal duties by HYDI
team members could attract negative reaction from the academic and allied staff
unions. A negative reaction by the unions could have impacted the feasibility
of continuing with the implementation of the virtual class infrastructure, but
this fortunately did not occur. It was a challenging opportunity to navigate
the culture of the institute since the author was a newcomer to Wellington
Polytechnic and
The author
foresaw that, based on a systems approach, all administrative departments and
groups like the library, computer support, the international student office,
learning support and the course information centre would be involved in this
project in the longer term. These groups were at this stage dealing with
on-campus students only, but the virtual class would require of them to deal in
future with students in networked education. The communication sessions
included specific invitations to representatives from each of these
groups.
The HYDI team had to operate within the conventional
reporting structure of the institute, and thus the roles of a sponsor
(supporting the progress of the project), external contacts adviser (who
advises on external relations and implications), academic adviser (advises on
all academic matters) and operational adviser (managing the budget) were
identified and input was sought from these senior staff members during cycle
1. These staff were
seen as important gatekeepers of this project.
The team
approach seemed to have worked well, but at the end of cycle 1 it was not clear
which team members would remain on this voluntary team while formal allocation
was being sought for involvement in project HYDI in cycle 2. The project
manager was allocated a reduction in teaching time of 30% in 1996. Other staff
members negotiated some recognition for their involvement while yet others had
to withdraw from the team in 1996 because of their full-time duties. The two
Library members of the team who participated in order to learn more about WWW
publishing did not continue in 1996. It was clear that new team members would
have to be found for the next cycle.
The skill
requirements of team members became clearer as the cycle progressed, and the
various roles identified seemed appropriate to continue within the next cycle.
During
cycle 1 the project team identified and learned how to use some of the
technologies involved in networked education. The strategy of using a pilot
project was very helpful in this regard. By developing the Wellington
Polytechnic Website, the HYDI team established that both PC and MAC multi-media
computers, multi-media authoring packages, graphic design software, Web
browsers, software to convert word processing documents to HTML (Hypertext
Markup Language), access to the Internet, the World Wide Web and a Web server
were needed for networked education. Cross-platform and cross-browser testing
of on-line materials proved to be necessary to ensure that the on-line
materials had a consistent appearance and behaviour for Web users on different
computer platforms (like MAC and PC) and using different versions of Web
browsers.
The focus
at this stage in creating Web-based materials was on the front-end
technologies, that is to say the technologies that facilitate the computer-user
interaction. At this stage database-driven software for WWW development was not
seen as critical, and the HTML pages were stored in flat files within
directories. This strategy proved helpful in quickly getting material
on-line.
The outcome
of the pilot project suggested that the hardware and software obtained during
cycle 1 was a reliable platform for the further implementation of the virtual
class infrastructure in the next cycle.
As the technology base (that is computer language, web server, Internet
access) of the Website and Web-based materials for education do not differ, it
was assumed at this stage that the hardware and software used to develop the
Website were the same as for networked education. The budget for 1996 was
therefore based on the expenses that were necessary to create the Website.
4.2.3.2 Carefully select and manage the
first steps in creating the technological architecture for the virtual class at
A pilot
project (Appendix 3) to create the Wellington Polytechnic Website (Wellington
Polytechnic, 1998 July) was carried out because the author had observed that
the team did not have a sound knowledge of the required technologies to do
networked education. The use of inter-disciplinary teams to facilitate projects
was not a common practice within the Polytechnic and the concept of the virtual
class had to be tested within a real organisational environment. The team’s
successful performance and achievement in the pilot project could furthermore
lead to gaining the ongoing support of the President, while establishing
support from other senior managers for the project.
The pilot project required the Wellington Polytechnic
(which already had a domain name registered) to select an external Internet
Service Provider for hosting the Website since an internal web server did not
exist. This new relationship needed to
be managed as part of the implementation of the virtual class infrastructure.
Printed copies of the content materials on the Website
were sent to all the relevant groups and departments for comments and changes.
Besides ensuring that the correct information was posted on the Website, this
was also an attempt to ensure wide participation from the outset in the
implementation of networked education at Wellington Polytechnic.
The HYDI
team realised that managing the dynamic nature of changes to on-line materials
is different than managing changes to print-based materials. A change procedure
for alterations to the Website was designed and distributed (Appendix 4). The
document stated that: "it is important to keep the Home Page alive by
updating materials regularly. This can be done much more quickly than waiting
for the next print run of brochures or for print advertising deadlines.”
Team
members were regarded and respected as being expert in their areas. Individual
objectives were reviewed on a regular basis. The project management philosophy
was that decisions within the team were to be made on the lowest possible
level. This approach was unlike the managerial approach at Wellington
Polytechnic that tended to be bureaucratic and hierarchical. These differences
sometimes led to conflicts between team members and other Wellington
Polytechnic staff members. Some of these conflicts remained for most of the research
period as a clash of expectations and "cultures". The emphasis in the
project management approach was on achieving the desired goals in cycle 1 in a
very limited time and a positive, goal-oriented approach was therefore followed
within the team to meet the deadline.
A
prototyping development methodology was followed. Incremental development
occurred, as sections of course contents were placed on-line, evaluated and
changed, while further sections were being prepared to go on-line. With on-line
materials, the HYDI team found that the publication can be continuous and
changes can occur frequently and regularly. In the spiral that is the
prototyping approach, each of the six systems development life cycle phases
(investigation, analysis, design, implementation, maintenance and review) is
essentially executed per module/prototype in an experimental and incremental
manner. Implementing the virtual class infrastructure in conventional tertiary
education is characterised by factors which point to using the prototyping
approach: a low degree of certainty about input and outcomes, low user
experience, immediate results are normally desired, a high degree of risk, a
large number of alternatives (although the degree of complexity is average
owing to the ease of WWW publishing and the availability of Web servers and
technologies through Internet Service Providers) (Stair, 1992:405; Burch,
1992:15). The nature of the on-line media and the large degree of intrinsic
flexibility of the virtual class technologies facilitated prototyping. This
flexibility also allowed the team to experiment with different approaches to
development and design as well as with the ICT at hand.
The speed
of developments in the underlying ICT was demonstrated in the on-line page
creation process. When the project
started the HYDI team had to code HTML using basic text editors. Within three
months the HYDI team was using extension programs of two of the most popular
word-processing programs to convert documents directly into HTML. Changes in
the way different computer platforms and Web browsers rendered on-line
materials further complicated the management of the development of the
Website.
The team
members had offices in different parts of the Polytechnic campus and therefore
operated for most of the time as a virtual team with a high dependence on
electronic mail, as is illustrated by the many (619) e-mail messages between
the project manager and others during cycle 1. Lipnack and Stamps (1997:7)
define a virtual team as "a group of people who interact through
interdependent tasks guided by common purpose" that "works across
space, time, and organizational boundaries with links strengthened by webs of
communication technologies", which accords with the macro view that. global virtual teams operate as a temporary, culturally diverse, geographically
dispersed, electronically communicating work groups
(Jarvenpaa and Leidner, 1998). Electronic communication also
allowed the author to manage the project across the conventional limitations of
time and space (Appendix 7: 6). In addition, a number of face-to-face meetings
were also held. This was a challenging experience and the entire process worked
fairly well despite the fact that team members didn’t know each other well,
that it was an interdisciplinary group, and that limited time was available to
complete the pilot project. However, some team members felt that the lack of
face-to-face communication and the vast amount of electronic mail communication
impacted negatively on operations and relationships within the team.
The pilot project to develop the Wellington Polytechnic
Website (July 1998) was fully implemented in less than three months and on the
Internet by
A few workshops for allied staff with basic e-mail skills
were held soon after the launch in order to assist them in the various schools
to deal with any international inquiries as the Website made the Wellington Polytechnic
immediately more accessible internationally.
A second
pilot project to develop a CD-ROM with the "Web home page"
information for the Wellington Polytechnic by July 1996 was also envisaged at
this stage because an integrated CD-ROM and WWW delivery model for networked
education was envisaged for addressing the limited Internet bandwidth available
at this stage.
A planning
meeting of the HYDI team at the end of 1995 identified aspects of the Website
that needed attention in 1996. One of the tasks was to have the Website
mirrored outside
Among the
tasks to be pursued in the next cycle was one to transfer ownership regarding
department information to departments and to transfer ownership regarding
school information to schools. Ownership regarding the Website seemed to be a
significant issue to address, and also one that would have an impact on the
acceptance of the vision for networked education at Wellington Polytechnic. The
response from schools to a call for them to provide information for the Website
indicated that the Website was not yet seen by the schools and departments as a
medium that they were responsible for keeping current and to developing
further. Ownership of Website information was not properly established at this
early stage and remained a problem in 1999.
The author
proposed to the President that the Senior Management Group (SMG) jointly
formulate the criteria for the selection of the first networked course to be
developed for distance education in 1996 (Appendix 7: 8). This was an attempt
to create wider ownership of the implementation of networked education at
Wellington Polytechnic and to do a thorough market evaluation but was not
successful. The President already had a specific study course in mind, which was
based on perceived general marketability. This course was linked to a
Polytechnic stand-alone certificate in education which already used distance
education (Appendix 7: 8). This course, however, had not been delivered by
distance education and had a strong face-to-face content. The President's
preference for this course was discussed at a SMG meeting.
Another
aspect in the marketing of future networked courses was using the most
appropriate branding. This illustrated an increased emphasis on having a market
orientation when offering networked education. The author felt that the
units/courses would be more marketable if they were New Zealand Qualification
Authority (NZQA) approved (Appendix 1).
A serious drawback in setting up the technological
virtual class infrastructure was that the internal computer services group was
not able to support the HYDI project with an evaluation of appropriate software
or with the technical computer teething problems, as their focus was more on
operational matters as against the HYDI focus on innovation. This again was a
clash of cultures and also a demonstration of the inflexibility of bureaucratic
systems versus the more flexible approaches within the HYDI project. The
centrality of ICT in offering materials via the WWW emerged very strongly.
Fortunately the computer specialist within the HYDI team was sufficiently skilled and managed to work through
the various technical computer challenges encountered.
4.2.3.2.1
Analyse how
the organisation responds to this new paradigm of the virtual class
At the end
of cycle 1 the first pilot project towards implementing the virtual class
infrastructure (the Wellington Polytechnic’s Website) was completed. The
general response at this stage to the Website and the vision of using the WWW
in education was favourable. For instance, at the launch the sponsor of the
project (that is the President) complemented the team on implementing
the Website in less than three months and held a well attended public reception
for all staff as part of the launch.
The
computer services group at this stage indicated to the author that the project had not been properly
costed and that they did not have adequate time to attend to some of the
requests.
A serious attempt
was made by the implementation team to work, as far as possible, within and
comply with the Polytechnic systems and culture. The HYDI team, for example,
created a graphic design document (Appendix 7: 2) which was presented to the
appropriate directorate member and the HYDI team obtained permission to
proceed.
There were
instances, however, where clashes of the team culture and the institutional
culture seemed inevitable due to the differences in flexibility, deadlines, and
perceptions and also because of the politics involved in establishing this
project. The Polytechnic’s operational systems were typically that of a
conventional tertiary educational institute and tended to operate more slowly
and more bureaucratically than was the case within the project to implement the
virtual class infrastructure. The project did sometimes run across formal
reporting lines, hierarchies and procedures because of the very limited time
period available in which to achieve the pilot project’s objectives. Contributing
factors to the conflict with some heads of schools were that the project did
not run from within a school, but ran directly under the auspices of the
President’s office (and thus contrary to the conventional hierarchical
reporting lines) and received substantial financial support from the President.
This was seen by some as money that could have been spent on operational
aspects within Wellington Polytechnic instead of on an unproven and unchartered
cause led by a relative newcomer to the institute.
4.2.4 Forge closer links with
institutions, organisations and individuals already conducting research and
involved in networked education and commercial activities on the Internet
The writer realised that the possibilities and
feasibility of providing networked education could not be tested only through
the limited pilot project at Wellington Polytechnic during cycle 1. The
strategy to forge closer links with others was therefore necessary to ensure a
proper evaluation of the implementation of the virtual class infrastructure
within Wellington Polytechnic. Furthermore, a tertiary education institute is
an open system that interacts with, for example, government and industry in its
external environment and needs to be aware of changes in this environment in order
to respond appropriately to these.
In establishing links with others involved in similar
projects, the HYDI team was also learning about the pitfalls and possibilities
of implementing the virtual class infrastructure. Contact via electronic mail
and by conference attendance was initiated with visionaries, developers and
educationalists in hypermedia both in
The author
also attended the 1995 New Zealand Computer Society (NZCS) conference in August
1995, which contributed significantly to the writer’s ideas on creating the
initial project proposal through the papers of three contributors. Recker
(1995) conveyed her conviction that the Internet was going to revolutionise
education internationally. It provides
through hypermedia a highly natural and truly interactive means of
communication by using multi-media. It facilitates group interaction among the
students and with the lecturer through the use of on-line communications. The
Internet was growing exponentially in public and business awareness, in the
number of users and in the number of Web servers.
Another
view that impacted on the author’s vision to establish networked education at
Wellington Polytechnic was that of Spence (1995). He stated that according to
industry experts in the
According to Lau (1995) the opportunities in South
East Asian countries for New Zealand educational institutions had greater
potential than before due to the high regard for New Zealand’s educational
standards, and deregulation and liberalisation sweeping across South East Asia.
This encouraged the writer to pursue networked education with an international
focus as part of the project.
The Internet and specifically the World Wide Web were seen as central technologies with tremendous potential in networked education. Myburgh (1995), admitting that it is always risky to predict the future particularly where technology is concerned, indicated clearly that teaching and learning were undergoing a revolution based on the extraordinary capabilities of the Internet. This was a typical reflection of the optimistic sentiments expressed by the HYDI project team during cycle I.
The WA Telecentres project also positively considered the use of the
Internet and saw government sponsored access to the Internet as opening up new
communication options for them. This service included a bulletin board
facility, on-line education units, electronic mail and WWW search facilities
(WA Telecentres, 1995).
While the advantages of education via video-conferencing was being
strongly utilised in the Western Australian Telecentres project (WA Telecentres, 1995), it appeared to be an expensive option and is
further based on the traditional classroom model which perpetuates the
inflexibilities regarding dates, times and places (Latchem, 1995:105). The
writer envisaged that effective on-line video-conferencing over the Internet
would be possible in the future. Perceptions at that time about the cost of
developing networked course materials were optimistic because most of the WWW
tools themselves were available at low cost.
At the New Media and On-line Commerce conference in
September 1995, Mark Shearer (1995), General Manager, Telecommunications and
Media Industries, IBM Asia Pacific emphasised that most governments in
During the Australian National Telecentres Conference
(October 1995), visits to telecentres demonstrated how telecommunications could
be used successfully to enable distance learning. The networking at the
conference led to a meeting in
The contacts described above strengthened the vision
of networked education and encouraged the author to further research this area
and to continue with the HYDI project.
4.3 Reflection
4.3.1 Managing the implementation of the virtual
class infrastructure
These
findings address the following elements of the MIT90 schema (see Figure 1.3):
4.3.1. strategy;
4.3.2. roles and skills of
individuals;
4.3.3. organizational
structure;
4.3.4 technology.
4.3.1 Strategy
Using technology-based education seems to require a firm base and widespread
use of ICT throughout an organisation. The Wellington Polytechnic at the stage
when the pilot project was launched, in general preferred to have paper-based
communications and many staff members did not have access to computers, which
in turn made the newly developed Website inaccessible or irrelevant for many of
them. At the University of Melbourne,
Australia, where a campus-wide information system (CWIS) was implemented, Goldenfarb (1995) similarly noted that one
barrier to the successful implementation of the CWIS was low IT skills, but if
this problem could be identified, it could be overcome to enable any department
to become a successful adopter. It therefore seems important to increase the
level of computer literacy of staff members and the use of ICT in general
within a conventional tertiary educational institute when implementing the
virtual class infrastructure.
Implementing
the virtual class infrastructure as early as possible was a critical success
factor identified in the draft project proposal. This was confirmed because
many other tertiary educational institutes were also experimenting with
networked education. In order to have a significant impact in the growing area
of networked education, early participation of an institute in networked
education seemed a better approach than not responding to the possibilities and
threats of networked education. Kenichi
Ohmae asserts that "to prevent competitors from getting there first, a
company must launch in the key markets simultaneously. Globalisation
will not wait” (Caulkin, 1990:29).
At Wellington
Polytechnic the advantages that networked education would create for the
institute, teachers and students were emphasised in the draft project proposal
and in communicating the vision of networked education. Highlighting these benefits seemed important to increase the
interest of and participation by administrative managers and academic staff in
the implementation of the virtual class infrastructure. Goldenfarb (1995)
reported similar findings regarding successful departmental adoption of
networked education:
(a)
Departments that recognized the low skills as barrier
found solutions to this problem and rated highly in the ranking order.
(b)
Departments that had very high IT skills but did not
see a clear advantage in adopting networked education, ranked last. The reason
might be that in the absence of a clear relative advantage they did not have
full commitment from the head of the department. Many departments reported success
in obtaining commitment from the leader, when clear benefits were demonstrated
in trial/pilot projects.
Productivity
increases were envisaged for academic staff because of the scalability of
networked education. Approximately the same input in creating a face-to-face
course could possibly yield a greatly enhanced output due to the potential of
international and national delivery of a course via the Net to a much larger
audience. At this early stage of having only done a pilot project, this seemed
to be feasible as the visitor statistics to the Wellington Polytechnic Website
demonstrated that a single source document could reach large numbers of people
across the globe. Although the input to create the Website was similar to
creating a comprehensive paper brochure, the output, in terms of readership and
reach, was much higher and easier to facilitate. This correlates with the wide
expectation of leaders both inside and outside higher education that technology
can enhance “...the overall productivity of the educational process” (National
Center for Higher Education Management Systems, 1995:3).
Selecting
appropriate methods for promoting the virtual class internally to the relevant
parties seem to be an important management issue in implementing the virtual
class infrastructure in conventional tertiary education. What might be
necessary, as was the case at Wellington Polytechnic, is to follow both a
top-down and bottom-up approach simultaneously. If it is only top-down,
academic and allied staff might not be aware or convinced of the possibilities
of networked education and the impact it might have on their work and ownership
could be a problem. Again, if it is only bottom-up, senior managers might not
support it and resources might be difficult to obtain while it could also
potentially lead to uncoordinated localised efforts.
The prominence of the project at Wellington Polytechnic and the level of resources made available would not have been possible without the support of senior management. When internal political problems were encountered, the President was there to step in and direct matters. When the initiative for moving towards the virtual class comes from senior management (top-down), this support is implicit. Goldenfarb (1995) similarly found that a critical success factor in the diffusion of innovation was obtaining senior management support, citing the example of the head of Information Technology that demonstrated some early achievements to the Vice Chancellor and his deputies. Their awareness and interest in the project provided the top-down pressure on heads of departments to support the project, which gave the project the legitimacy and full acceptance into the everyday operation of the institution.
This
illustrates the central role that senior management plays in bringing about
organisational change, and in this case for the
introduction of the virtual class in a conventional tertiary educational
institute. The backing from a group of
managers in senior positions seems to be necessary if progression towards the
virtual class is to be an institutional one with strong budgetary support.
The vision
was communicated to senior and middle management to obtain their support for
this project and to create a sense of ownership. Although the response from
senior and middle management was positive regarding the Website development,
they did not demonstrate a sense of ownership but merely received the
information and did not actively participate - even though there were
evaluation sessions to which they were invited and input was requested of them.
Ownership, which is substantial personal commitment by the relevant
administrative, academic and allied staff, is a significant objective when
implementing the virtual class infrastructure in conventional tertiary
education. Not enough was done to ensure ownership by senior management
especially in view of the initiative for the development of the virtual class
coming from outside the administration, the high work pressures senior
management often work under and the traditional tussle between administration
and academia. This lack of ownership was illustrated by the limited response
from schools and departments within Wellington Polytechnic to requests (for a
typical request see Appendix 7: 9) to provide information for the project in
their respective areas for placing on the Website. The limited time frame in which the pilot
project occurred negatively impacted on activities to ensure ownership.
Therefore strategies such as one-to-one and small group discussions,
demonstrations and explanation of the benefits of using the WWW could and
should have been used in the early implementation stages of the virtual class
infrastructure at Wellington Polytechnic to ensure ownership by senior and
middle management. As was noted by Goldenfarb (1995), the overarching objective of their project was “adoption” which can also
be described as “ownership”. At this stage, the top-down support was primarily that
of the President, while the bottom-up component was essentially within the HYDI
team. Both aspects were not addressed properly in this first cycle and needed
more attention in following cycles.
Goldenfarb
(1995) similarly found that a critical success factor in the diffusing of
innovation was following a top-down and bottom-up approach simultaneously:
(i)
The CWIS project started by setting up a Steering
Committee with representatives from four of the twelve academic faculties in
the University, the Library and Information Technology staff. Those invited to
participate were mainly lead users, who had already some relevant expertise, or
were recognised as stakeholders who could benefit largely from the use of the
new technology.
(ii)
The head of Information Technology demonstrated some early
achievements to the Vice Chancellor and his deputies. Their awareness and
interest in the project provided the top-down pressure on heads of departments
to support the project. This gave the project the legitimacy and full
acceptance into the everyday operation of the institution.
(iii)
When departments were asked to identify what was
critical to their adoption of CWIS, all ten departments nominated their product
champion, who drove the project through all the critical steps of the
implementation process. Seven of the ten departments identified the support of
their leader as having played a major role.
The initial
findings in Cycle 1 and that of the study at the
In following both approaches simultaneously, preference was given to an organic implementation model rather than an institutional implementation model to implement networked education at Wellington Polytechnic after the project was authorised by the president. By an “organic model” the author means that the processes and outcomes are based on grassroots level needs, that the diffusion would occur in an evolutionary way, and people taking ownership of the new paradigm would drive the implementation (Daft, 1989). By an “institutional implementation model” (also called mechanistic model) the author means that processes and outcomes are developed through a broad top-down decree, and ownership of the new paradigm is not a high priority; staff are expected to do as instructed (Daft, 1989). More emphasis on the organic implementation model rather than the institutional implementation one was deemed to be appropriate when introducing the virtual class in a conventional tertiary educational institute because the paradigm of the virtual class was a new concept to conventional tertiary education. Understanding the possibilities of the virtual class and how it serves the needs of students and teachers is a gradual process which requires time to work through the implications of the differences between the virtual class and the traditional class. Academic staff needs to take ownership of the virtual class concepts and practices because they operate largely in an autonomous way when deciding how to deliver teaching. Nixon (1996:9) points to the important contribution of academic staff to the wider institutional actions: "university teachers bring important insights to bear on their own practice and these insights constitute an important perspective on the nature of learning and the institutional conditions necessary for learning to flourish”. The implementation of the virtual class in a convention