2006, Volume 18, Number 2, 89-96 ISSN 1812-9129
The Pedagogical Challenges Facing French Business Schools in the Implementation of E-learning Initiatives
EDHEC Business School, Lille-Nice
This paper will reflect on the pedagogical challenges facing French Business Schools in the implementation of e-learning initiatives. I will show that the top French Business Schools are not the main providers of e-learning in business education, as the task is mainly assigned to private companies or government-subsidized organizations. Some fragmented e-learning initiatives do exist but the usefulness of this technology to enhance the learning and teaching experience is often overlooked in a drive to provide e-learning at all costs. I will argue that elearning development should be grounded in a comprehensive pedagogical framework. The various challenges facing educators will be analyzed, such as their epistemological beliefs, their roles as teachers, their ability to create a community of inquiry, and their ability to choose pertinent knowledge. In order to put learning on the agenda in French higher education and help the educator understand how students learn, a more detailed understanding of the generational characteristics of student cohorts, their epistemological beliefs and conceptions of learning, as well as their learning styles and preferences is advocated.
E-learning in France For some, e-learning means a fully online course; for others, it means the use of a course management system. For the purpose of this paper, the European Union definition of e-learning will be employed: “Elearning means using new multimedia technologies and the Internet to improve the quality of learning by facilitating access to facilities and services as well as remote exchanges and collaboration” (EC Publication, 2003, p. 3). While this definition is quite broad, it does... [continues]
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