In the developing world, online courses are about access. In the developed world, the declining demographic of traditional students means online courses are seen as a way to increase the number of potential students for a given course.
One pattern that emerges is the difference between the developed and developing worlds in motivation for online courses. This guide makes no attempt to capture all of the instances of online learning courses: it simply attempts to capture the trends and highlight emerging practices. The distinction between virtual universities and universities going virtual is becoming blurred. However, the review soon found that the phenomenon of online learning, or “eLearning,” is also pervasive among campus-based universities, and so a wider lens was used to capture the current status of online learning in post-secondary education. The work for this guide started as an overview of virtual universities - universities that deliver most of their courses over the Internet. We will show our monitoring process of the new didactic possibilities and how they can be helpful for students and lecturers. Further development will include an implementation policy and respective for- mation for multimedia use (“DICE”, 2010), the publishing process and data visualization. These didactic demands are met with a set of specifically designed devices like new course structure, presentation and visualization of study material and the information for lecturers and students. Consistent course design, adequate contacts with course instructors and active discussions have been proved to significantly influence the success of online courses (Swan et al., 2000). To reach the project’s goals, we are aware that successful communication is an essential condition for support in virtual learning situations (Arnold, Kilian, Thillosen, & Zimmer, 2004).
Additionally a specific implementation tutorial will aid with the multiplication of these prototypes and to transfer re- sults in to practice. In a beacon project three courses have been designed as prototypes. The objective of the project is to improve the didactic quality of courses, learning environment and study guidance, as well as to enhance student’s online-activity, interactivity (Salmon, 2002) and self-regulation. The Swiss Distance University of Applied Sciences (FFHS) has set up the project “Best Prac- tice”, initiating several processes of eLearning optimization.
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