O9.1.3

=Institutional e-learning strategies address academic, staffing, student and financial implications of e-learning.=

Evidence
Dondi et al. (2006) describe the importance of strategies and policies around quality in e-learning. They advise against imposing generic policies and emphasize the importance of dialogue between all stakeholders and a phased approach. They explain that although there are some objective components of quality, that actors from different perspectives will weight these components differently. Quality is to some degree in the eye of the beholder. It is important therefore for institutions to understand multiple perspectives.

Bates (2007) emphasizes the substantial amount of planning and development that is required for e-learning to be implemented well. This planning, development, and staff training is required to reap the benefits of e-learning and cannot be avoided. Ongoing professional development, a careful eye on workloads, and formal e-learning strategies and plans are all necessary. The need for additional instructors and new ways of delivering e-learning professional development, such as e-learning for e-learning, needs to be investigated. Personalized training plans for each instructor may be useful. The conditions of employment for many staff may need to be updated as well so that terms remain competitive. Bates (2007) explains that institutions must plan to allocate resources for e-learning. In his case study the Southern Alberta Institute of Technology it was decided that significant increases in numbers of instructional designers, multimedia developers, and faculty development facilitators was going to be required. Also, a matrix model to manage the resources of the Centre for Instructional Technology and Development was recommended. Each year a committee would determine how to allocate the CITD resources to departments according to service agreements.

Pawlowksi (2006) states that an organization’s long term objectives are contained in its vision, strategy and policy. If an organization is committed to quality development then this needs to be written into these statements. A process to improve the vision, strategies and policies needs to be established. This should involve all staff and the strategies and policies should explain what ‘quality of e-learning’ means. Quality development also needs to be a part of everyday operations and related to all activities.

Ellis et al. (2007) describe a model for managing quality improvement at the University of Sydney. There are three main portfolios that are most significant in the coordination of large eLeanring projects; the academic portfolio, the college portfolio and the resources portfolio. The resources portfolio provides centrally located technical infrastructure. The resources portfolio is responsible for the virtual and physical environments of the university, including teaching spaces, AV facilities, wireless access, the underlying network, and the helpdesk. For large projects the resources portfolio (and other portfolios) are overseen by the Office of the Chief Financial Officer and the Vice Chancellor. The dissemination and planning cycles associated with the University strategy include annual planning and budget processes at the level of the university, colleges and faculties.

Reglin (2006) also emphasizes that economic motives are important in the transition to web-based learning.