S5.4.5

=Compliance of e-learning support with institutional e-learning strategies and technology plans is regularly monitored. =

Evidence
To improve e-learning outcomes it is important to learn from past mistakes, according to Ehrmann (2002), who argues that tracking progress is not only necessary to stay on course but also to identify solvable problems that can attract fresh resources (p. 55). The results of monitoring should be used to inform ongoing and new development, and to support resources and strategy. Information on performance can be used as a tool for improving quality, but only if the information is disseminated. Such validation of e-learning practices and resources is a significant stage in the full cycle of organisational learning that describes success in terms of ‘student performance, student satisfaction, staff experience, and cost effectiveness, as judged in relation to the original intentions’ (Salmon, 2000, p. 236). Salmon discusses validating as one of six activities in the iterative process of creating an effective learning organisation infrastructure that enables ‘the system to learn about itself’ (p. 237).

There are many barriers to uptake of ongoing professional development. Many staff complain of time constraints, or that teaching is not valued in performance indicator measures so there is a lack of incentive. Hence professional development is seen as an optional activity. Across the five institutions surveyed by Mansvelt et al. (2009) e-learning support was unevenly experienced and sometimes hampered by unsupportive management, resource conflicts and organisational structures. Alignment between policy and practice was poor. Staff are unclear how policies relate to expectations of their own practice. This must be made clear and transparent. A significant problem was the separation of technological from pedagogical assistance. ‘What is required is a commitment to organised quality processes that transcend curricular innovation, stress technology as an important tool for improvement, and do not assume things are going well, absent evidence to the contrary’ (Zemsky & Massy 2004, p. 57). Also needed is an integrated understanding of technology and pedagogy.