O2.2.5

=Learning and teaching policy and strategy reviews are guided by the implications of e-learning. =

Evidence
Awareness of the importance of integrated e-learning is accompanied by managerial questions, challenges, and uncertainties (van der Klink and Jochems, 2004, p. 151). van der Klink and Jochems argue that e-learning is integral to, not an adjunct of, teaching and learning, and that planning for, and implementing, e-learning requires an holistic integrated approach (p. 155). They discuss the integrated approach having four perspectives: technological, strategic, pedagogical, and organisational, and caution against ‘technologically driven motives to adopt new types of technological infrastructure’ (p. 162). Readily available e-learning infrastructural products may enhance teaching delivery at the expense of learning content, whereas ‘real innovation…requires an approach that ensures different aspects are taken into account’ (p. 162). Garrison and Anderson (2003) also call for institutional focus on integration, but caution that resistance is likely. They advise institutional leaders to ‘understand the dynamics of change and be prepared to start small but successfully. [Leaders] have to recognize and incubate e-learning as a disruptive technology, while demonstrating how it can meet the challenges and demands of the knowledge era’ (p. 114).