S5.2.6

=E-learning support is provided during the hours teaching staff are engaged in e-learning activities. =

Evidence
Leem & Lim (2007) conducted a survey of all 201 universities in Korea Only 40% of the universities reported that they provided tutors, assistants or digital libraries. Only a third had separate evaluation systems for e-learning classes and evaluation and quality assurance were poor. And very few universities provided training or seminars for learners on e-learning. There was also a serious shortage of personnel for e-learning, with overall disinterest from the faculty. Resolution of these problems requires systematic support at an institutional level, including the creation of specialized organizations to support e-learning.

Roberts & McInnerney (2006) – These authors distil the essence of good practice with online courses to ten guidelines. They note that the most difficult limitation to overcome is often technical problems. The need for a well-resourced and permanently available help-desk is crucial.

Resources
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.