EMM v2.3 O9

'''O9. E-learning initiatives are guided by institutional strategies and operational plans'''

Background
E–learning is an educational evolution, rather than an add-on. It requires a complementary approach to the integration of its manifold, complex, and dynamic elements and processes into institutional strategies and plans. The influence of information and communication technology (ICT) on the reconceptualisation of higher education organisation, administration, and teaching and learning, has been apparent for some time (Anderson and Elloumi, 2004; Bates, 1988, 1997; Duderstadt et al., 2003; Dutton and Loader, 2002; Laurillard, 2002; Ramsden, 2003). De Freitas and Oliver (2005) conclude that e-learning policy significantly affects institutional change beginning with “organizational redevelopment (whether formally through staffing structures or informally through locally negotiated changes in staff roles)” (p. 94). They add, however, that this process is dynamic and complex and needs to be subject to negotiation between all parties. Duderstadt et al. (2003) note that, to be sustainable, strategic e-learning decisions need to involve collaborative partnerships; within the institution, and beyond, to include commercial, government, and global relationships.

Bates (2007) explains the five critical preparatory steps to follow when creating an e-learning strategic plan. These are: defining e-learning, a situational analysis, a rationale for e-learning, setting core values and principles, and a vision for e-learning. Pawlowksi (2006) states that an organization’s long term objectives are contained in its vision, strategy and policy. If an organization is committed to quality development then this needs to be written into these statements. A process to improve the vision, strategies and policies needs to be established. This should involve all staff and the strategies and policies should explain what ‘quality of e-learning’ means.

Evidence of capability in the process is seen through the alignment of e-learning investments with institutionally developed and endorsed e-learning strategies and technology plans. Important elements include a formal business development plan along with a detailed risk assessment and mitigation strategy. All staff involved in the design, (re)development and delivery of e-learning projects and initiatives need to be involved in the development of these plans and strategies and fully aware of the implications for their own work. The plans and strategies need to be dynamic documents building on a growing evidence base of locally relevant initiatives and projects linked with formal reviews, evaluations and quality assurance outcomes.

Related Guidelines and Standards
This process is informed by: Quality On the Line: Benchmarks for success in internet-based distance education (Merisotis, J. P., & Phipps, R. A., 2000) institutional support benchmark set; Canadian Recommended E-learning Guidelines (Barker, K., 2002) and; Balancing quality and access: Principles of good practice for electronically offered academic degree and certificate programs (Western Cooperative for Educational Telecommunications, 2003). .