International OBServatory on Online Higher Education in Management
The International OBServatory on Online Higher Education in Management is an initiative of OBS Business School, where an International community of deans, directors, teachers and researchers on online higher education, in the area of management and business management, create a dialogue space, of exchange and collaborative research that will generate a broad view of the reality on the top of online training management, the main trends and challenges to achieve.
II Report on Higher Education Online
On Tuesday October 18th, was presented the Second Report with which the OBServatory fulfills its annual commitment about publish and share some of the information and the most relevant results from the research and promoted debate through the network of institutions that compose it.
The demand for Online Higher Education in Management is having a significant growth. The perceived flexibility and the increasingly widespread use of technology are the main factors contributing to this development. Consequently, the supply programs and the number of institutions that have decided to offer to their students the online option, is also increasing. This obvious evolution of the educational ecosystem, justifies describe the state about Higher Education Online.
The purpose of this report is that through their study and conclusions, serve as a communication tool to promote dialogue between institutions, professionals, providers and students, who are affected by the decisions of Higher Education Online Institutions
Although it is a wide study given its globality, the managers, experts, teachers and researches on Online Higher Education in Management, show a clear interest in knowledge on the following topics:
- The organization, the management and the policies of online Higher Education including the quality and the strategy.
- The teaching-learning process mediated by information technology and communication management.
- The incorporation of technological resources, being this a fundamental aspect of the digital strategy developed.
The 2nd Report of the International OBServatory on Online Higher Education in Management is based on these pillars.
PRESENTATION OF THE REPORT IN CHILE AND INSTITUTIONS
The presentation of the report took place in the framework of the second day of the 3rd International Seminar on Higher Online Studies in Management, in which different issues were discussed.
To give answers to the proposed topics, it was carried out a Round Table with de participation of: Eulàlia Torras (Spain OBServatory), Alejandro Cataldo (Talca University, Chile), Mercedes Ahumada (VIU Univeristy, Spain), Laura Solís (Major University, Chile). Following the presentation, it was held the closing ceremony of the Seminar and the closing presentation of the OBServatory in hands of his excellency Mr. Carlos Robles Fraga, Ambassador of Spain in Chile.
2º REPORT CONCLUSIONS
Of each item proposed in the report, it has reached the following conclusions:
The organization, the management and the policies of Online Higher Education including the quality and the strategy:
1. The institutions of Online Higher Education with more experience focus on the development of a strategy that seeks a balance between the market orientation and the initiative. Keep on the competitive advantage is essential, being key to that, the quality in education and research, as well as the image of the institution.
2. The legislative framework connected with social reality and the world of work involving joint work between the different stakeholders in Online Higher Education provides a model to consider for around the world institutions. Australia is an example of such a connection.
3. The inclusion of participatory methodologies makes it possible to involve key stakeholders such as education Authorities, leading Industry bodies, Parents Associations, School Principals, CEOs and Senior Managers of large and medium-sized enterprises and teachers, are the key to the development of Online Higher Education Institutions.
4. Online Higher Education Institutions have to consider that due to Internet the whole world is your market, but at the same time is also your competitor. The energy invested by managers of Higher Education Institutions in Management, to work for the quality and the alignment of the institution with social improvement that involves a thorough understanding of each market.
5. The key decisions of the Online Higher Education Institutions in Management are linked to the policy registrations, salaries of teachers and research policies.
The teaching-learning process mediated by information technology and communication management.
1. It is essential to feed the debate in relation to that, how and with what resources it is taught in universities online. The result of this debate among members of the academic staff, allows the development of teaching-learning processes with students to build knowledge and high satisfaction.
2. The classical theoretical models, especially the Community of Enquiry, and experiential learning, continue to be widely applicable to understanding the processes of online teaching and online learning.
3. The progress of these theoretical models to describe and explain the Online Higher Education, it is followed by the analysis about various disciplines of management.
4. Cultural diversity is a challenge, but also an opportunity for Higher Education Institutions in Management online. Multiculturalism is needed in the teaching-learning process in which people of different nationalities are involved. At the same time that techno-pedagogical sensitive designs are needed.
5. The deep analysis about behaviors, thoughts and emotions of the student, linked to the study is a fundamental issue in different researches, especially in Asia. The student adjustment to the environment can happen if the student is known as a person.
The incorporation of technological resources, being this a fundamental aspect of the digital strategy developed.
1. Mobile learning, Big Data, Learning Analytics and Cloud Computing appear as general trends.
2. The adaptation of each technology depends on the socioeconomic aspects of each place, for example in many African countries agreed the high access to smartphones with which account population, mobile learning is a viable alternative.
3. The availability of technologies that Online Higher Education Institutions are accessible is increasingly and adjusted to the contents. Therefore, the key to using digital resources properly is to incorporate those, that allow exemplify, view and deepen the content.
4. In recent years, Online Higher Learning Institution have benefited from an exponential increase in digital resources available open.
5. Google tools and micro courses have been incorporated, recently.