O3.4.6

=Overlap and duplication of e-learning support is regularly assessed.=

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).

Sustainability in e-learning involves adopting technology to maintain teaching quality at reduced unit costs (Littlejohn 2003). E-learning support structures vary across institutions ranging from centralized learning services to decentralized IT support units and libraries. This overlap and duplication of services is not only costly, it can also be confusing for users and a 24/7 single port of call for support would be the ideal situation.

Resources
Auditing the delivery of e-learning support should identify areas where duplication of services is occurring.

Another way to avoid unnecessary duplication is by forming links to external sources of e-learning support. Littlejohn (2003) notes the variety of government funded organizations that exist in the UK to support the development of sustainable e-learning. These include the Learning and Teaching Support Network.