S3.3.4

=Institutional policies for the handling of student complaints are aligned with e-learning strategies and technology plans.=

Evidence
Bates (2007) explains how a mandate for e-learning planning from the executive management committee coupled with a detailed rationale for e-learning can smooth the transition to e-learning in an institution. The plan at the Southern Alberta Institute of Technology (SAIT) described by Bates was to ‘provide a means by which SAIT could meet the increased market demand, particularly for workplace training, and increase overall student numbers, without the full cost of additional physical facilities’ (p. 53).

Bates (2007) emphasizes the substantial amount of planning and development that is required for e-learning to be implemented well. This planning, development, and staff training is required to reap the benefits of e-learning and cannot be avoided. Ongoing professional development, a careful eye on workloads, and formal e-learning strategies and plans are all necessary. The need for additional instructors and new ways of delivering e-learning professional development, such as e-learning for e-learning, needs to be investigated. Personalized training plans for each instructor may be useful. The conditions of employment for many staff may need to be updated as well so that terms remain competitive.