Cultural change for the e-world

In the transition to e-learning, many institutions provide some face to face delivery alongside their e-learning delivery. The spectrum ranges from the traditional face to face delivery, with lecturing through to full e-learning, and it is anticipated for the next 5 years, at least, that the majority of delivery will be in the middle of the spectrum and provide a mixed mode of delivery. Nevertheless, there will be some programmes, which can be delivered purely in e-learning mode, and some e-learners who want to study purely by this method. It is this end of the spectrum with which the design factors of e-learning need to be considered. In order to think through all the elements of e-learning delivery, one has to consider what McKey (2000) describes as the "total student experience". McKey lists 4 key factors for consideration. The first factor to ensuring the e-learners experience is a positive one, is ensuring the administration is geared to support the e-learners through all aspects of their on-line experience. Administration, in this context, takes on board the traditional roles of enrolment and monitoring an e-learner performance, plus the link with the tutor but in the e-learning context administrators also have a key role in communicating with: quality assurance departments; the marketing department; the learning resource centre; and the technology provider. Last but certainly not least, administrators need to ensure there is a good communication link to the e-learners themselves who will expect, an almost immediate feedback on the queries or concerns they may have. The second factor of McKey\´s model is that of the education provision. The provision of e-learning programmes to e-learners can be thought of in 2 stages: designing the materials and support from the academic.