O7.2.1

=Course documentation describes the e-learning pedagogies used.=

Evidence
Vonderwell and Turner (2005) conclude that learners need to be prepared for an active learning role that requires not only understanding the importance of autonomy but also how to work collaboratively. Teachers also need to be thoroughly conversant with research and theory that grounds the individual and group dynamics and interactions that they facilitate. Finally, Vonderwell and Turner refer to a raft of strategies and activities that can be integrated into learning and teaching to support the reconstruction they call for.

Care must be taken when designing the pedagogical elements of e-learning to ensure that students are provided with clear and explicit guidance of how the technologies should be used to support their learning. A strong constructive alignment of learning outcomes, technologies and pedagogies must be clear in the design and delivery of e-learning courses and programmes (Kirkwood and Price, 2005).

Kirkwood and Price note that although ICT enables new forms of learning to occur, it does not ensure the achievement of effective and appropriate learning outcomes: ‘It is not technologies, but educational purposes and pedagogy, that must provide the lead, with students understanding not only how to work with ICTs, but why it is of benefit for them to do so’ (p. 257). Therefore, they contend that teachers and decision-makers must better understand ICT use issues to avoid innovations being technology driven. Use issues include not only technology characteristics but also ‘pedagogic models and processes they serve; and…contexts within which learners engage with ICT’ (p. 270).

Clear communication to students of the pedagogical strategy of courses and programmes is required. The contribution of technological tools in assisting students in attaining the learning objectives of the course or programme should be clear. Learners need to understand what is expected of them and why, and how their actions will benefit them.

The Student Induction to E-learning (SIEL, draft March 2010) report emphasizes that one of the criticisms and weaknesses of e-learning is that its retention rate is demonstrably lower than traditional face to face classes. Online courses have a failed retention rate 10-20% higher than traditional courses. It is argued that total support for new e-learning students is needed to ensure good retention rates. This support necessarily must take many forms in a complete package. ‘A student’s first set of experiences with e-learning can be either a barrier to retention or contribute to the likelihood of persistence’ (p. 7). Consequences of a poor set of first experiences with e-learning include individual and social effects, disruption to a student’s goals, cost to the student, negative testimonials, and loss for future participants in e-learning in general. The SIEL report reviews the literature on best practice for student support and lists many recommendations.

Resources
The primary focus for institutions, according to the SIEL report is to anticipate the needs of the students. Improving post-secondary student e-learning and retention involves putting mechanisms in place to assist with communicating student and institutional expectations prior to the student’s first e-learning experience. Understanding best practice for student induction, undertaking self-assessment to evaluate institutional e-learning induction practices, and preparing first-year students for e-learning all during the early weeks of their first course. The SIEL report details in a matrix how all this can be done.