D2.4.2

=Feedback collected regularly from staff regarding the effectiveness of the e-learning procedures and standards. =

Evidence
Schauer et al. (2005) discuss a collaborative approach to implementation issues that brings administration, teaching, and learning together and recognizes how interactive and responsive processes contribute to a supportive and effective e-learning environment. They note that teachers cannot develop new skills and redesign courses without financial and organizational support from administration. But neither can administrators develop and maintain effective policy without input and feedback from teachers: ‘As decisions are made at the college and central administration levels, the various models faculty are developing in different departments to best deliver their subject matter needs to be considered’ (Summary ¶ 1).

Usoro and Abid (2008) emphasize the importance of including academics and stakeholders views to ‘achieve a comprehensive measure of quality’ (p. 77-78).

The e-learning environment presents many new and/or different teaching and learning challenges that can benefit from valid, reliable, and informative feedback from teachers. Laurillard (2002) recommends the establishment of a forum for teachers to “discuss their experience of learning technologies, and the academic issues surrounding the balance of learning methods” (p. 227).

Resources
According to Jamieson (2004) e-learning represents ‘the emergence of a significant online pedagogy [which] raises host of issues…concerning the complex and idiosyncratic nature of online learning’ (p. 22). A key issue is the erosion of ‘traditional teacher-centred pedagogy…as online environments provide learners with greater flexibility over when, where, how, and with whom they learn’ (p. 22). Jamieson discusses a flexible learning programme for academics, which includes a weekly discussion group and regular anonymous evaluation responses that demonstrate the variety and value of communities of learning practice.

Communities of practice are discussed by Gray (2004) who emphasises the benefits that the online environment offers for collegial information sharing. However she recommends that an accomplished moderator be employed to facilitate formal and informal discussion across e-learning’s technical, social, organisational, and pedagogical functions (p. 33).