Developing and Managing an Effective Virtual Campus: The eLab Experience in the Swiss Higher Education Context

Developing and Managing an Effective Virtual Campus: The eLab Experience in the Swiss Higher Education Context

Luca Botturi (eLab – eLearning Lab USI-SUPSI, Switzerland), Lorenzo Cantoni (eLab – eLearning Lab USI-SUPSI, Switzerland), Benedetto Lepori (eLab – eLearning Lab USI-SUPSI, Switzerland) and Stefano Tardini (eLab – eLearning Lab USI-SUPSI, Switzerland)
DOI: 10.4018/978-1-60566-358-6.ch016
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This chapter presents a successful Swiss experience in developing and effectively managing virtual campus projects: eLab, the eLearning Laboratory of the University of Lugano and the University of Applied Sciences of Italian Switzerland. eLab activities are presented at two distinct moments in time. We first describe the context of e-learning in Swiss higher education institutions, focusing in particular on the Swiss Virtual Campus programme. During that programme, eLab emerged as one of the best performing e-learning support centres in Switzerland, thanks to three main elements: the establishment of a clear prototype-based design and development model, the definition of quality control procedures, and the implementation of a consistent and institution-wide online learning environment. After the end of the programme, eLab had to switch from a project-oriented laboratory towards a service unit. The general strategy that drove this change and the concrete tools and practices that made it possible are presented in this chapter.
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eLab is the e-learning Laboratory of the University of Lugano (USI: Università della Svizzera italiana) and the University of Applied Sciences of Southern Switzerland (SUPSI: Scuola Universitaria Professionale della Svizzera Italiana), two higher education institutions of Ticino, the Italian speaking part of Switzerland.

eLab is one of the Support and Production Centres (CCSP) that were founded in Swiss Higher Education Institutions (HEI) thanks to an initiative of the Swiss Virtual Campus (SVC), a national programme launched by the Swiss University Conference in 1999. The programme aimed at “promoting innovative Information and Communication Technology (ICT) based e-learning at Swiss Universities at a high level of quality that is commensurate with that provided at the top international institutions in the field” (SVC, n. d.). The three main goals of the SVC were:

  • To improve the quality of student learning processes and strengthen interactive teaching by broadening university teaching into a range of available courses for both on-campus and corresponding students;

  • To strengthen collaboration between universities;

  • To develop high-quality teaching materials and methods.

The SVC funded 108 projects and 10 ad hoc mandates. It was discontinued in 2008, leaving an important inheritance in most Swiss universities. As operative units, the SVC promoted the institution of CCSP. The overall context of this chapter are the activities of the SVC, which was indeed the most influential initiative to promote and establish e-learning experiences throughout the Swiss higher education landscape at large. The first two sections will provide background information on this and introduce the eLab. In this chapter we present the successful case of one of the e-learning support centres, namely the eLab. Although eLab is the CCSP of two of the youngest and smallest Swiss higher education institutions (HEI), during the SVC programme it proved to be one of the best performing centres in the country, thanks to three main strategic elements: (a) the establishment of a clear prototype-based design and development model; (b) the definition of quality control procedures; and (c) the implementation of a consistent and institution-wide online learning environment.

After the end of the SVC programme, eLab had to tackle a new challenge: switching from a project-oriented laboratory towards a service unit, providing ongoing support to the established educational technologies initiatives in its home institutions. This implied getting to be sustainable after the end of the SVC financial support. The general strategy that drove this change is presented later in this chapter. It was – and still is – an attempt to create an effective virtual campus among USI and SUPSI, throughout their five seats, based on the experience eLab had previously gained in managing and supporting SVC projects.


E-Learning In Swiss Higher Education Institutions

Although a small country, Switzerland hosts a rich and diverse higher education landscape, including ten cantonal universities, two Federal Institutes of Technology and seven Universities of Applied Sciences focused on professional education and applied research (Lepori, 2007). The development of e-learning in Swiss HEI went through a rather slow start, before rocketing up from the end of the 1990s thanks to the launch of the SVC (Swiss University Conference, 1996, 1997 & 2003). In its first phase, or impulse phase, run from 1999 to 2003, the SVC financed a rather small number of large consortia among Swiss HEI to develop high-quality teaching materials for online education. The underlying rationale was that these courses could be shared by most Swiss HEI, especially in domains with large numbers of students, improving the educational performance of subjects taught in overcrowded classes and achieving significant scale effects. Some of these projects played a relevant exploratory role, achieving high quality and international awards. However, the expectation of having distance courses in Swiss HEI proved not to be realistic. Most projects actually developed materials and applications to support classroom teaching, for self-study or for complex tasks as simulations. At the organisational level, these largely stand-alone projects, integrating content specialists, pedagogical experts and their own technical personnel, proved to be too expensive and too difficult to be sustainable (Gertsch et al., 2004; Lepori & Succi, 2003 & 2004).

Complete Chapter List

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List of Reviewers
Table of Contents
Markku Markkula
Mark Stansfield, Thomas Connolly
Chapter 1
Lalita Rajasingham
This chapter contributes to the ongoing discussion on current best practice and trends in e-learning and virtual classes in higher education. With... Sample PDF
The E-Learning Phenomenon: A New University Paradigm?
Chapter 2
Yukiko Inoue
An important task of higher education is to assist students in participating in an increasingly global economy. This global economy is transforming... Sample PDF
Linking Self-Directed Lifelong Learning and E-Learning: Priorities for Institutions of Higher Education
Chapter 3
Lars-Erik Jonsson, Roger Säljö
The academic seminar can be seen as the core of university culture. In a seminar, claims to knowledge – presented in an essay and/or orally – are... Sample PDF
The Online Seminar as Enacted Practice
Chapter 4
Stefan Hrastinski, Christina Keller, Jörgen Lindh
The transition from learning on campus to e-learning presents many challenges. One of the key challenges is the organisational culture, which may... Sample PDF
Is E-Learning Used for Enhancing Administration or Learning? On the Implications of Organisational Culture
Chapter 5
Dawn Birch, Bruce Burnett
Tertiary education is increasingly a contested space where advances in Information Communications Technologies and their application to... Sample PDF
Advancing E-Learning Policy and Practice: Influences on Academics' Adoption, Integration and Development of Multimodal E-Learning Courses
Chapter 6
Gill Kirkup
This chapter argues that e-learning innovation is best done in an environment that allows for small scale experimentation and development and that... Sample PDF
Flying under the Radar: The Importance of Small Scale E-Learning Innovation within Large-Scale Institutional E-Learning Implementation
Chapter 7
Albert Sangrà, Lourdes Guàrdia, Pedro Fernández-Michels
This chapter presents the findings of an in-depth analysis through several qualitative research studies, pointing out the key issues in relation to... Sample PDF
Matching Technology, Organisation and Pedagogy in E-Learning: Looking for the Appropriate Balance Leading to Sustainability and Effectiveness
Chapter 8
Irene le Roux, Karen Lazenby, Dolf Jordaan
The University of Pretoria (UP) implemented a virtual campus in 1999. The measure in which and rate at which the virtual campus environment was... Sample PDF
E-Learning and Virtual Campus Development: From Innovation to Sustainability
Chapter 9
Morten Flate Paulsen
This chapter presents an analysis of 26 European megaproviders of e-learning which had more than 100 courses or 5000 course enrolments in 2005. The... Sample PDF
An Analysis of European Megaproviders of E-Learning: Recommendations for Robustness and Sustainability
Chapter 10
Mark Stansfield, Thomas Connolly
This chapter will outline a set of guiding principles underpinning key issues in the promotion of best practice in virtual campuses. The work was... Sample PDF
Guiding Principles for Identifying and Promoting Best Practice in Virtual Campuses
Chapter 11
Helena Bijnens, Ilse Op de Beeck, Johannes De Gruyter, Wim Van Petegem, Sally Reynolds, Paul Bacsich, Theo Bastiaens
The chapter first describes the concepts of virtual campus and virtual mobility and refers to several past and present projects and initiatives in... Sample PDF
Reviewing Traces of Virtual Campuses: From a Fully Online Virtual Campus to a Blended Model
Chapter 12
Ron Cörvers, Joop de Kraker
The main objective of this chapter is to highlight the importance of subsidiarity in the development of a virtual campus. Subsidiarity is the... Sample PDF
Virtual Campus Development on the Basis of Subsidiarity: The EVS Approach
Chapter 13
George Ubachs, Christina Brey
In higher education, international student mobility has become increasingly important for learners as well as for institutions. But today’s mobility... Sample PDF
From Virtual Mobility to Virtual Erasmus: Offering Students Courses and Services without Boundaries
Chapter 14
Yuri Kazepov, Giovanni Torris
Starting from the increasingly widespread need to develop effective teaching in complex transnational settings, this chapter presents an innovative... Sample PDF
Blending Virtual Campuses Managing Differences through Web 2.0 Experiences in Transnational Cooperation Projects
Chapter 15
François Fulconis, Thierry Garrot
In the restructuring and reforming of European education, e-learning has become one of the priorities of the Ministry of Education, Higher Education... Sample PDF
Network Organisation to Improve Virtual Campus Management: Key Factors from a French Experience
Chapter 16
Luca Botturi, Lorenzo Cantoni, Benedetto Lepori, Stefano Tardini
This chapter presents a successful Swiss experience in developing and effectively managing virtual campus projects: eLab, the eLearning Laboratory... Sample PDF
Developing and Managing an Effective Virtual Campus: The eLab Experience in the Swiss Higher Education Context
Chapter 17
Christoph Brox
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A Business Model for the Exchange of E-Learning Courses in an International Network
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