S5.5.2

=Pedagogical support implications explicitly addressed when deploying e-learning technologies. =

Evidence
Across the five institutions surveyed by Mansvelt et al. (2009) e-learning support was unevenly experienced and sometimes hampered by unsupportive management, resource conflicts and organisational structures. Alignment between policy and practice was poor. Staff are unclear how policies relate to expectations of their own practice. This must be made clear and transparent. A significant problem was the separation of technological from pedagogical assistance. ‘What is required is a commitment to organised quality processes that transcend curricular innovation, stress technology as an important tool for improvement, and do not assume things are going well, absent evidence to the contrary’ (Zemsky & Massy 2004, p. 57). Also needed is an integrated understanding of technology and pedagogy.