L3 1 1

=Students are provided with explicit descriptions of the relationships between course components and activities. =

Evidence
Care must be taken when designing the pedagogical elements of e-learning to ensure that students are provided with clear and explicit guidance of how the technologies should be used to support their learning. A strong constructive alignment of learning outcomes, technologies and pedagogies must be clear in the design and delivery of e-learning courses and programmes (Kirkwood and Price, 2005).

Knowles theory of adult learning, ‘andragogy’, explains that the best way to instruct adults is to explain to them why they need to know the topic, teaching them using experiential means and having the adults solve a problem that is of immediate importance to them (Cohen & Nycz 2006).

Kirkwood and Price (2005) note that although ICT enables new forms of learning to occur, it does not ensure the achievement of effective and appropriate learning outcomes: ‘It is not technologies, but educational purposes and pedagogy, that must provide the lead, with students understanding not only how to work with ICTs, but why it is of benefit for them to do so’ (p. 257). Therefore, they contend that teachers and decision-makers must better understand ICT use issues to avoid innovations being technology driven. Use issues include not only technology characteristics but also ‘pedagogic models and processes they serve; and…contexts within which learners engage with ICT’ (p. 270).

Clear communication to students of the pedagogical strategy of courses and programmes is required. The contribution of technological tools in assisting students in attaining the learning objectives of the course or programme should be clear. Learners need to understand what is expected of them and why, and how their actions will benefit them.

Ellis et al. (2009) studied what it is that students perceive as most relevant in terms of e-learning. They also note correlations between e-learning approaches and outcome variables. ‘Significant strong correlations were found between the deep approaches, the e-learning variables, perceptions of the quality of e-learning, and achievement. We interpret these results as evidence for the careful structuring and design of e-learning activities and resources’ (p. 316). They further note that in order to enhance the e-learning experience we must illustrate the value of various activities. ‘Some awareness-raising about the nature and purpose of submissions and online feedback would be a useful teaching strategy if we wish to improve the quality of e-learning’ (p. 316). Students need to be guided through the e-learning activities. Sometimes there is resistance to participation or a low perception of the value of contributions by staff and students because the learners don’t understand the link between objectives and activities.

Valtonen et al. (2009) study student readiness for e-learning. They discover that students are not all equally ready to undertake e-learning. There are negative, neutral, and positive attitudes and beliefs concerning online learning. Also, their ideas about the possibilities of e-learning are superficial. Students must be shown the point and possibilities of e-learning if it is to be successful. It is simply not true that just because students are digital natives that they have transferable skills and a disposition to work in online environments. Many students lack self-efficacy and hence are likely to avoid difficult tasks in a domain. Although the students utilize ICT tools in daily life efficiently, and the difference in ICT skills across students was small, there were marked differences in beliefs about e-learning. Many students do not know enough about the possibilities for e-learning because of ‘functional fixedness’. They simply aren’t used to using the web to learn. It is important to offer students more information about the characteristics and possibilities for online learning.

Learners must understand the effects of, and distinguish between, asynchronous and synchronous modes of communication; effective use of resources needs to be embedded in the course pedagogy and linked to assessment.