L9 1 2

=Deadline and timing information provided as part of the descriptions of course activities. =

Evidence
E-learning provides a time flexible environment that demands attention to the management of timeliness in the conduct of teaching and learning on courses (Laurillard, 2002; Salmon, 2000). Negotiated agreements, between teachers and learners, concerning the ordering and timing of course elements must be clearly communicated in course timetables and assignment deadlines.

Furthermore, explicit expectations and guidelines encourage and motivate learners to make the most effective use of time and enable teachers to facilitate effective time management (Clarke, 2004). As the e-learning environment imposes more self-regulated learning responsibilities on the student than they may have previously experienced, there is need for personal learning structures that ensure productivity and reduce stress (Clarke, 2004).

A review of online courses by Tallent-Runnels et al. (2006) found that ‘students preferred to move at their own pace even though this required a high degree of self management. They did not want to be locked into completing assignments at the same time as others and wanted to be able to move ahead at their own pace.’ (p. 116) However, Wilson and Whitelock (1998) indicate that instruction needs some dramatic tension from week to week in order to sustain high levels of participation.

Resources
Evidence of capability in this practice is seen by the provision of a clear timetable that relates all of the elements of a course together and communicates the logic underlying the design of the various activities.

Allowing adequate time for the accomplishment of online learning interaction activity is also an important issue for Conrad and Donaldson (2004), who note that e-learning requires the allocation of more time than similar communication in classroom-based situations. They say discussion activities need a minimum of a week for development, and that team projects need to commence planning six weeks ahead of a due date (p. 19). They add that because online discussion is conducive to more depth of reflective thought than is found in reactive classroom discussion situations, the quality of discussion activities should take priority over the quantity (p. 20).