EMM v2.3 S5

'''S5. Teaching staff are provided with e-learning pedagogical support and professional development'''

Background
Teaching staff need training and support if they are to be effective with new technologies and the associated pedagogies. Bacow et al. (2012, p23) observed that the institutions that were most successful in their use of technology were those that made it easy for faculty to adopt new technologies and pedagogies. Sun et al. (2008) found that instructor attitude toward e-learning was one of seven critical factors predicting student satisfaction with e-learning. This is a complex area and teaching staff need to be able to access a range of professional support as they encounter issues during their work (Harasim et al. 1995). E–learning is not just a technological add-on that teachers need to learn how to use; it is a new educational system involving new pedagogical and professional procedures and processes that require support and professional development at an organisational level (Learning and Skills Council, 2006). When performing well, higher education institutions will have developed an overall support mechanism including instructional designers, graphic designers, multimedia specialists, programmers, and information system specialists (Vovides et al. 2007).

Options for professional development in e-learning include not just centrally run courses, but also decentralised systems of mentors, self-tuition and online exploration. All but the most experienced staff surveyed by Mansvelt et al. (2009) wanted readily available ‘just-in-time’ support options and access to exemplars and examples of good practice. In all institutions surveyed staff wanted a range of face-to-face and online opportunities as well as personalised help on a just-in-time basis. Khan (2005) notes that many academic and administrative staff may have not experienced e-learning themselves. He recommends that they should undertake a course using the medium in order to better understand the learner’s position (p. 35).

Evidence of capability in this process is seen through the use of formal staff capability assessments during training and as part of the design and development process for courses and projects. Evidence from these assessments should be used to determine additional support and training allocations. Design and development plans should include formal processes for ongoing support of teaching staff and courses. Policy and guidelines should mandate staff capability assessments and require their use in ongoing staff development. Regular overview reports of capability should inform strategies for ongoing resourcing and development of e-learning.

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) student support benchmark set; Queensland University of Technology teaching capabilities framework (2004/2005); Canadian Recommended E-learning Guidelines (Barker, K., 2002); Australian National Training Authority, quality assurance information kit: Training package support materials (2002); Balancing quality and access: Principles of good practice for electronically offered academic degree and certificate programs (Western Cooperative for Educational Telecommunications, 2003) and; ADEC guiding principles for distance learning (American Distance Education Consortium, 2002).