Critical success factors in online education

The Internet is a major technological advancement reshaping not only our society but also that of universities worldwide. In light of this, universities have to capitalise on the Internet for teaching, and one progressive development of this is the use of online delivery methods. This paper draws upon the results of a survey conducted amongst students enrolled in one online management course at an Australian university. Three critical success factors in online delivery are identified: technology, the instructor and the previous use of the technology from a student's perspective. We also argue that the lecturer will continue to play a central role in online education, albeit his or her role will become one of a learning catalyst and knowledge navigator. been a concomitant interest in a variety of issues linked to online delivery and numerous terms have emerged in the literature such as distance learning, computer-based learning, distributed learning, and lifelong learning. It is therefore important to clarify the concept of online delivery and to see how it relates to these other terms. Distance learning is probably the oldest and best-known concept. It was originally intended to cater particularly for students disadvantaged by their geographical remoteness from university campuses. The UK's Open University and imitators in countries as different as India, Israel, and Australia have demonstrated, even without the benefit of the Internet, that technology makes it possible to deliver a good (and relatively cheap) higher education beyond a physical campus. Course materials and contact with instructors may rely on traditional (such as print and telephone) or newer technologies (such as electronic communication). Hence, distance learning can be defined as any approach to education delivery that replaces the same-time, sameplace, face-to-face environment of a traditional classroom. Computer-based learning was, until fairly recently, limited mainly to technological fields such as mathematics, engineering and design. Now, however, computer laboratories are likely to be frequented by students in linguistics, geography, history or business. Computers provide an unparalleled capacity to manage and access large amounts of information, and present it in a novel and interesting way. Similarly, computer-based education allows students to become active learners rather than mere passive recipients of teaching (Candy et al., 1994). Computers are not necessarily linked to a network: computer learning can be achieved by standalone computers using a particular software stored in the hard disk, a floppy disk or CD. Distributed learning refers broadly to features of a learner-centred environment, which `̀ integrates a number of technologies to enable opportunities for activities and interaction in both asynchronous and realtime modes. The model is based on blending a choice of technologies with aspects of campus-based delivery and distance education'' (Reid, 1999, p. 4). Two essential aspects therefore underpin the concept of distributed learning: first, a heavy reliance on technology, and second, self-learning. The latter implies that the learner (or student) assumes responsibility for specifying individual learning needs, goals and outcomes, planning and organising the learning task, evaluating its worth and constructing meaning from it (Candy et al., 1994, p. 128). Lifelong learning refers primarily to those forms of learning throughout life that are called for by social and cultural change. The rate of social, technical, economic and other change is so great, at least in industrialised countries, that few people will hold the same job throughout their lifetime. Similarly, recent research on learning across the lifespan has shown that people are not only capable of, but actually engage in, continuing learning over their active life and beyond (Tuijnman and van der Kamp, 1992). Although lifelong learning can be selfdirected, a variety of agencies (corporations, professional associations, unions, community groups) also represent an extraordinarily rich and diverse repository of learning opportunities. Drawing on the concepts previously defined, online delivery is a form of distributed learning enabled by the Internet. Uses may include the provision of student access to learning resources, the facilitation of communication and collaborative working among and between students and academic staff, the assessment of individual students or groups of students, and the provision of administrative and student support. Online delivery goes beyond traditional computer learning as it makes full use of the Internet and other digital technologies. Online delivery can facilitate distance education by making course material accessible anytime anywhere. It provides substantial advantages over traditional technologies, such as: . Collaborative tools which offer a rich, shared, virtual workspace in which interactions occur not between an individual and technology, but as manyto-many, interpersonal communication, among students. The interaction can be synchronous (i.e. in real time) with, for example, a chat forum or video conferencing, or asynchronous. . Interactive tools such as simulations or self-administered quizzes which allow the student to progress at his or her own pace through required exercises and selfassessments. These collaborative tools are limited in that they do not provide for interaction with other students or an instructor; the student interacts only with the technology. Key factors in effective online delivery Effectiveness Webster and Hackley (1997) remarked that students' performance, measured by their marks, represents a key aspect of teaching effectiveness. However, several studies have shown that there is little or no difference in student performance between educational television and face-to-face instruction (Wetzel et al., 1994) or between video instruction and face-to-face instruction [ 217 ] Thierry Volery and Deborah Lord Critical success factors in online education The International Journal of Educational Management 14/5 [2000] 216±223 (Storck and Sproull, 1995). Webster and Hackley (1997) further suggested that the following dimensions can capture the concept of effectiveness: student involvement and participation, cognitive engagement, technology self-efficacy (i.e. the belief that one has the capability to interact with a given technology), perceived usefulness of the technology employed, and the relative advantage or disadvantage of online delivery. According to studies conducted by Dillon and Gunawardena (1995) and Leidner and Jarvenpaa (1993), three main variables affect the effectiveness of online delivery: 1 technology; 2 instructor characteristics; and 3 student characteristics. Technology The reliability, quality and medium richness are key technological aspects to be considered (Sanders Lopez and Nagelhout, 1995). In particular, the network set up should allow for both synchronous and asynchronous exchange; students should have convenient access (e.g. through a remote access); and the network should require minimal time for document exchange. The quality of the interface also plays a crucial role (Trevitt, 1995). The literature concerning interface design for online delivery ranges from the highly artistic (e.g. Laurel, 1990) to highly technical (e.g. Blattner and Dannenberg, 1992). Reeves and Harmon (1993) presented a synthesis between these two tendencies and identify the following dimensions as being important ones in the user interface: ease of use, navigation, cognitive load, mapping, screen design, information presentation, aesthetics, and overall functionality. The perceived richness of the technology should also influence the effectiveness of online delivery. In medium richness theory (Daft and Lengel, 1986), a rich medium is one that allows for both synchronous and asynchronous communication and supports a variety of didactical elements (text, graphics, audio and video messages). A central part of the medium richness relates to interactivity. Indeed, McIntyre and Wolff (1998, p. 257) noted that: `̀ One of the powers of interactivity in a Web environment is the capability to engage by providing rapid, compelling interaction and feedback to students.'' Engagement is also enhanced by problem-based presentation of educational material. An engaged student is a motivated student (Neorman and Spohrer, 1996). Instructor characteristics Collis (1995, p. 146) remarked that the instructor plays a central role in the effectiveness of online delivery: `̀ It is not the technology but the instructional implementation of the technology that determines the effects on learning.'' Webster and Hackley (1997) suggested that three instructor characteristics influence learning outcomes: 1 attitude towards technology; 2 teaching style; and 3 control of the technology. Students attending a class with an instructor who has a positive attitude towards distributed learning and who promotes the technology are likely to experience more positive learning outcomes. In a distributed learning environment, students often feel isolated since they do not have the classroom environment in which to interact with the instructor (Serwatka, 1999). To overcome this feeling, instructors can provide various forms of office hours and methods of contacts for the students. Most importantly, the instructor should exhibit interactive teaching styles, encouraging interaction between the students and with the instructor. Students in Internet distance learning courses often face technical problems. It is therefore crucial that the instructor has a good control of the technology and is able to perform basic troubleshooting tasks (e.g. adding a student at the last minute, modifying students' passwords, changing the course settings). Organisation skills go hand in hand with control of technology. Haynes et al. (1997) remarked that a designed instructor i