D3.3.6

=Staff engaged in e-learning design and (re)development are provided with a researched evidence base of e-learning initiatives. =

Evidence
There is a need for e-learning provision to be evidence-based because there is as yet no consensus about what constitutes quality e-learning (Usoro & Abid 2008). These authors state that, ‘effective quality strategies, initiatives and tools are very important for convincing lecturers and other stakeholders to adopt e-learning’ (p. 80). Kidney et al. (2007) believe that, ‘a quality online course would be the direct result of a course creation process that included quality assurance strategies’ (p. 18). One quality assurance strategy is to base course design on established evidence and practices that have been shown to be effective.

It is important for institutions to provide both a global evidence base, and also a database of local examples of proven good practice with e-learning. Local experience documented also has the value of being proven to work and achievable in the specific institutional context, and acts to encourage a move from early adopters to mainstream usage (see Moore 1999 ‘Crossing the Chasm’ for how technological innovations successfully spread). Moore emphasizes the importance of support. Innovators and early adopters must receive full support and their good practices established securely before attempting to convert the early majority who in turn will be influenced by successful innovation. Innovations will spread if they are simple, of proven benefit and are compatible with what is already done (Rogers 1995).

Evidence suggests that different characteristics of course design can have significant effects on how and what students learn. In order to optimize student learning then this evidence must be taken into account. For example Gibbs (1992) finds that most students can adopt either a surface or a deep approach to learning and one of the most important influences on which they choose is the design of the course and the assessment strategies used (see Gibbs 1992, p. 9-11 for details on how to foster either approach).

Resources
A significant body of evidence and good practice exemplars for e-learning currently exists online. These include many of the possibilities cited in this knowledge base e.g. see L5.1.1, L8.1.1 etc. But also large online databases such as the JISC e-learning project http://www.jisc.ac.uk/publications.aspx

Staff developing online courses are very concerned to know what they are aiming for and an online database of exemplars can help. Herrington & Bunker (2002) describe developments at Edith Cowan University which have led to the production of an ‘online sampler’, where staff can turn to view examples of what online courses can/should look like. The examples include how to engineer online collaboration, buddy systems, assessment, how to support different learning methodologies and how to disseminate feedback.