O5.2.2

=Teaching staff are formally involved in the creation and review of e-learning initiative development plans. =

Evidence
An integrated approach to e-learning is comprehensively explicated by Jochems et al., (2004) who argue that e-learning should be ‘positioned at the intersection of complex, flexible, dual learning and [take] an educational systems approach to combining pedagogical, technological, and organizational demands’ (p. 8). Within this concept of integrated e-learning, Westera (2004) identifies several significant strategic points for planning, including: Develop and communicate a change strategy; clarify changes to roles and responsibilities; establish a coherent implementation plan that addresses all relevant issues; set explicit targets; ensure adequate support; involve all stakeholders; institute pilot projects; promote early successes; implement evaluation procedures and be responsive to user feedback; address ongoing maintenance and upgrading (p. 183).

Bates (2007) describes the transition to e-learning at the Southern Alberta Institute of Technology. Instructors in academic departments indicated in discussions that they wanted to see a set of core values and principles for the development of e-learning if any plan was to receive their support. They wanted assurance of job security, without workload increases. Some examples of the core values agreed upon are:

1. E-learning will be used only where there are clearly identified benefits (educational, financial, strategic positioning, etc.). 2. Decisions about appropriate use of e-learning is an academic decision to be made at departmental level, but based on knowledge and understanding of the strengths and limitations of e-learning. 3. E-learning is not being used to replace instructors but to strengthen their role in teaching and learning. 4. Increase in workload for instructors and students is to be avoided by following best practices in e-learning, which includes team work, quality assurance processes, new approaches to teaching and learning, organizational change, and project management. 5. Instructors will have adequate time and resources for training in the use of e-learning. 6. E-learning materials and programs will be developed in a cost effective manner, although costs will vary depending on the market and the requirements of the subject matter.

By establishing this sort of plan, many potential points of conflict were avoided in the transition to e-learning. The core values also provide a framework to evaluate and guide decisions in an environment of trust.

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 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).

Dondi et al. (2006) describe the importance of strategies and policies around quality in e-learning. They advise against imposing generic policies and emphasize the importance of dialogue between all stakeholders and a phased approach. They explain that although there are some objective components of quality, that actors from different perspectives will weight these components differently. Quality is to some degree in the eye of the beholder. It is important therefore for institutions to understand multiple perspectives.