O5.2.3

=Students 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).

Ehlers (2006) reviews the evidence for learner orientation of quality development and concludes that learner oriented quality development is a necessity. He identifies seven fields of subjective quality from the learner’s point of view. These are: Tutor support, collaboration, technology, costs-expectations-benefits, Information transparency of course/provider, structure of the learning scenario, and didactics.