L7 2 1

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

Evidence
Students need to be equipped for lifelong learning. Therefore it is important that they understand the pedagogies used in their education, and understand how to enable themselves to learn successfully. Independent learning should be a goal of learning institutions. Moore (1975) underscores the importance of learner autonomy, ‘most educational theories stipulate the desirability of learners’ acquiring sufficient skill in preparation, execution, and evaluation to conduct their own learning’ (p. 80). The role of instruction is to prepare learners for such autonomy, as such they must understand the pedagogies used.

Liaw et al. (2007) see learner autonomy as one of three major considerations for creating effective e-learning environments.

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 (2005) 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.