EMM v2.3 E2

'''E2. Teaching staff are able to provide regular feedback on quality and effectiveness of their e-learning experience'''

Background
The e-learning environment presents many new and/or different teaching and learning challenges that can benefit from valid, reliable, and informative feedback from teachers. Laurillard (2002) recommends the establishment of a forum for teachers to “discuss their experience of learning technologies, and the academic issues surrounding the balance of learning methods”(p. 227). Scrimshaw (2004) refers to professional development approaches “fall[ing] along a spectrum from informal mutual support to the use of formal training courses” (p. 21). He discusses several approaches and concludes that the question is “less which specific approach is best, but which combination of methods are needed to suit the level of progress staff individually and as a whole have already reached” (p. 22). Mansvelt et al. (2009) observes that e-learning support is 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. Institutions need to engage with staff to identify and remedy these issues.

Evidence of capability in this process is seen in the inclusion of a formal staff evaluation plan in the design and development of projects and courses. This plan should include conducting multiple formal evaluations, both summative and formative, in a standard way that allows for comparison of results between projects and over time. Information on how the evaluation results are being used to improve the quality and effectiveness of their work should be provided to teaching staff. Policy and guidelines should require that staff evaluations to be independently conducted and provide standard forms that they should take. The results of the evaluations should be used to inform ongoing and new development, and to support resources and strategy

Related Guidelines and Standards
This process is informed by: Balancing quality and access: Principles of good practice for electronically offered academic degree and certificate programs (Western Cooperative for Educational Telecommunications, 2003).