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Coordinated, collaborative and coherent Developing and implementing e‐learning guidelines within a national tertiary education system

Coordinated, collaborative and coherent Developing and implementing e‐learning guidelines within... Purpose – The paper aims to discusses two complementary initiatives focussed on developing and implementing e‐learning guidelines to support good pedagogy in e‐learning practice. Design/methodology/approach – The first initiative is the development of a coherent set of open access e‐learning guidelines for the New Zealand tertiary sector. The second project, arising from the e‐learning guidelines project, will implement selected guidelines in 18 tertiary institutions and evaluate the implementation processes and the outcomes. Findings – The guidelines provide a framework for good pedagogical practice that supports quality e‐learning activity and engages staff in critically reflecting on e‐learning practice. The paper describes how e‐learning quality guidelines contribute to enhanced pedagogical quality, greater collaboration, and an approach that is focused on the learner. Practical implications – Institutions need to provide motivation, support and resources to successfully implement e‐learning guidelines. Originality/value – The paper describes an innovative approach to collaborating on improving e‐learning quality and coherence across a national tertiary education system. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Campus-Wide Information Systems Emerald Publishing

Coordinated, collaborative and coherent Developing and implementing e‐learning guidelines within a national tertiary education system

Gordon Suddaby; John Milne
Campus-Wide Information Systems , Volume 25 (2): 9 – Mar 28, 2008
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References (6)

Publisher
Emerald Publishing
Copyright
Copyright © 2008 Emerald Group Publishing Limited. All rights reserved.
ISSN
1065-0741
DOI
10.1108/10650740810866602
Publisher site
See Article on Publisher Site

Abstract

Purpose – The paper aims to discusses two complementary initiatives focussed on developing and implementing e‐learning guidelines to support good pedagogy in e‐learning practice. Design/methodology/approach – The first initiative is the development of a coherent set of open access e‐learning guidelines for the New Zealand tertiary sector. The second project, arising from the e‐learning guidelines project, will implement selected guidelines in 18 tertiary institutions and evaluate the implementation processes and the outcomes. Findings – The guidelines provide a framework for good pedagogical practice that supports quality e‐learning activity and engages staff in critically reflecting on e‐learning practice. The paper describes how e‐learning quality guidelines contribute to enhanced pedagogical quality, greater collaboration, and an approach that is focused on the learner. Practical implications – Institutions need to provide motivation, support and resources to successfully implement e‐learning guidelines. Originality/value – The paper describes an innovative approach to collaborating on improving e‐learning quality and coherence across a national tertiary education system.

Journal

Campus-Wide Information Systems – Emerald Publishing

Published: Mar 28, 2008

Keywords: Quality; E‐learning

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