E-learning : bottom-up or top-down ? : looking for the simple things that work in universities

Abstract EN

Universities have many assignments on their task list.

E-learning is only one of them - and usually it does not enjoy top priority on the list.

This is especially true for universities of applied sciences that traditionally focus on on-site teaching and project work in comparatively small classes.

In order to change this situation, strategic initiatives have been undertaken during the last twenty years with the goal of fostering e-learning.

But, unfortunately, many of these initiatives have not produced sustainable results.

However, things are changing - and it is highly interesting to observe these changes: on one hand, some rather small and unexpected solutions have popped up – and these solutions have changed the way lectures are given, probably forever.

On the other hand, some of the strategic initiatives undertaken during the last years actually have generated lasting results.

This paper addresses the issue by looking at the situation as it is today.

For this purpose, two universities of applied sciences will be considered – one of them is in Germany, and the other one in Switzerland.

In this, the paper looks at successful e-learning practices.

Here, two situations are distinguished: 1.

What e-learning practices are the result of strategic initiatives undertaken in a top-down way by bodies such as governments and university councils? If so, why have they succeeded? The paper strives to understand what a strategic initiative needs to look like if it is to change teaching and learning practices in a sustainable way.

2.

What practices are the result of more unexpected innovations, therefore implemented in a way which could be considered essentially more bottom-up? Here, the paper looks for the simple things that work, and strives to understand how these can be integrated into everyday university teaching and learning.

The subject is discussed in three chapters.

The first chapter explains the research context.

The second chapter looks at successful e-learning practices and classifies them according to their nature and origin.

Finally, the third chapter strives to come to some conclusions.

Ideally, these conclusions will be practically relevant, so that they help other universities in their educational mission, which is to transform the societies around them.