IGI Global Applied E Learning And E Teaching In Higher Education Aug 2008 ISBN 1599048140 pdf

  Applied E-Learning and E-Teaching in Higher Education Roisin Donnelly Dublin Institute of Technology, Ireland Fiona McSweeney Dublin Institute of Technology, Ireland

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  Library of Congress Cataloging-in-Publication Data Donnelly, Roisin. Applied e-learning and e-teaching in higher education / [Roisin Donnelly, Fiona McSweeney]. p. cm.

Summary: "This book presents international practices in the development and use of applied e-Learning and e-Teaching in the classroom in order

to enhance student experience, add value to teaching practices, and illuminate best practices in the area of e-Assessment. This book provides insight

into e-Learning and e-Teaching practices while exploring the roles of academic staff in adoption and application"--Provided by publisher.

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  This book is dedicated to the life and memory of Frank Donnelly (1933-2007).

  Table of Contents

Foreword ............................................................................................................................................. xiv

  ................................................................................................................................................ xvi

  Preface

Acknowledgment ............................................................................................................................... xxii

  

Section I

Partners in the E-Learning and E-Teaching Process and Academic Development

The chapters in this section examine e-learning and e-teaching from the viewpoints of the educational

developer, the learners and the tutor, as well as discussing the value of online academic development

programmes for e-tutoring.

  Chapter I

  “Oily Rag” or “Winged Messenger”: The Role of the Developer in Multiprofessional Teams ............. 1

  

Sabine Little, CILASS, Centre for Inquiry-Based Learning in the Arts and Social Sciences,

University of Sheffield, UK

  Chapter II The Role of the Tutor in Blended E-Learning: Experiences from Interprofessional Education .......... 18 Rhona Sharpe, OCSLD, Oxford Brooks University, UK Jillian Pawlyn, School of Health & Social Care, Oxford Brookes University, UK Chapter III Modeling Best Practices in Web-Based Academic Development......................................................... 35 Diana K. Kelly, San Diego Miramar College, USA

  Chapter IV A Reflection on Teachers’ Experience as E-Learners ........................................................................... 56 Tony Cunningham, School of Real Estate and Construction Economics, Dublin Institute of Technology, Ireland Claire McDonnell, School of Chemical and Pharmaceutical Sciences, Dublin Institute of Technology, Ireland Barry McIntyre, School of Business and Humanities, Dun Laoghaire Institute of Art, Design and Technology, Ireland Theresa McKenna, National College of Art and Design, Ireland Chapter V Opening Online Academic Development Programmes to International Perspectives and Dialogue .................................................................................................................... 84 Catherine Manathunga, TEDI, University of Queensland, Australia

Roisin Donnelly, The Learning and Teaching Centre, Dublin Institute of Technology, Ireland

Chapter VI Embedding E-Learning in Further Education ..................................................................................... 108 Louise Jakobsen, Park Lane College, Leeds, UK

Section II

Accessibility in E-Learning

Without access there can be no learning and without accessibility there is exclusion. These are the

issues of two chapters in this section. The potential of eLearning to improve accessibility as well as the

problems are discussed.

  Chapter VII Access and Accessibility in E-Learning ............................................................................................. 130 Catherine Matheson, East Midlands Healthcare Workforce Deanery, University of Nottingham, UK David Matheson, Medical Education Unit, University of Nottingham, UK Chapter VIII E-Learning for All? Maximizing the Impact of Multimedia Resources for Learners

  with Disabilities .................................................................................................................................. 152

  Morag Munro, Learning Innovation Unit, Dublin City University, Ireland Barry McMullin, Electronic Engineering, Dublin City University, Ireland

  

Section III

Designing E-Learning and E-Teaching Experiences

The chapters of Section III cover the design of online courses and eLearning tools as well as appropriate

pedagogical strategies and learning theories in relation to various topics and subject disciplines in

higher education.

  Chapter IX Enhancing Students’ Transition to University through Online Preinduction Courses ........................ 178 Ursula Wingate, King’s College London, UK Chapter X A Methodology for Integrating Information Technology in Software Engineering Education .......... 201 Pankaj Kamthan, Concordia University, Canada Chapter XI Using Technology in Research Methods Teaching ............................................................................. 220 Gordon Joyes, School of Education, University of Nottingham, UK Sheena Banks, School of Education, University of Sheffield, UK Chapter XII Instructional Design for Class-Based and Computer-Mediated Learning: Creating the Right Blend for Student-Centered Learning ................................................................................................. 241 Richard Walker, E-Learning Development Team, University of York, UK Walter Baets, Euromed Marseille École de Management, France Chapter XIII Online Communities of Inquiry in Higher Education ......................................................................... 262 Ann Donohoe, School of Nursing, Midwifery and Health Systems, University College Dublin, Ireland Tim McMahon, Centre for Teaching and Learning, University College Dublin, Ireland Geraldine O’Neill, Centre for Teaching and Learning, University College Dublin, Ireland Chapter XIV Using Multipoint Audio-Conferencing with Teaching Students: Balancing Technological Potential with Practical Challenges .................................................................................................... 289 Nick Pratt, University of Plymouth, UK Chapter XV The Alliance of Problem-Based Learning, Technology, and Leadership............................................ 309 Timo Portimojärvi, University of Tampere, Finland Pirjo Vuoskoski, Mikkeli University of Applied Sciences, Finland

  

Section IV

Online Assessment

As assessment is an integral part of learning in higher education a discussion of e-learning and e-

teaching would not be complete without examination of this topic. The two chapters in this section

discuss formative and summative online assessment.

  Chapter XVI The Use of Online Role Play in Preparing for Assessment ................................................................ 328

Stephen Millard, School of Business and Management, Buckinghamshire New University, UK

Chapter XVII Mastering the Online Summative Assessment Life Cycle .................................................................. 347 Simon Wilkinson, Medical Education Unit, University of Nottingham, UK Heather Rai, Medical Education Unit, University of Nottingham, UK

Compilation of References ............................................................................................................... 369

  .................................................................................................................... 406

  About the Contributors

Index ................................................................................................................................................... 413

  Detailed Table of Contents

Foreword ............................................................................................................................................. xiv

Preface ................................................................................................................................................ xvi

  ............................................................................................................................... xxii

  Acknowledgment

Section I

Partners in the E-Learning and E-Teaching Process and Academic Development

  

The chapters in this section examine e-learning and e-teaching from the viewpoints of the educational

developer, the learners and the tutor, as well as discussing the value of online academic development

programmes for e-tutoring.

  Chapter I

  “Oily Rag” or “Winged Messenger”: The Role of the Developer in Multiprofessional Teams ............. 1

  

Sabine Little, CILASS, Centre for Inquiry-Based Learning in the Arts and Social Sciences,

University of Sheffield, UK

  This chapter provides a discussion of the changing role of the learning or educational technologist from a background support figure to one central to innovative change in the development and presentation of an online environment. The multifaceted and overlapping roles of the educational technologist are considered in the context of the development of a new module for undergraduate students in higher education. The unique position of the educational technologist as a “winged messenger” able to bring knowledge and expertise across faculties in a higher education institution is emphasised.

  Chapter II The Role of the Tutor in Blended E-Learning: Experiences from Interprofessional Education .......... 18 Rhona Sharpe, OCSLD, Oxford Brooks University, UK Jillian Pawlyn, School of Health & Social Care, Oxford Brookes University, UK This chapter presents the viewpoint of tutors teaching through a blended-learning format. It aims to draw

  attention to the impact of technology on tutors’ roles in higher education. Issues such as the choice to

  incorporate e-learning, and confidence and competence in the use of technology are raised. The authors present findings from a case study of tutors’ experiences in changing from a traditional face-to-face to a blended-learning format in teaching interprofessional education to health care students.

  Chapter III Modeling Best Practices in Web-Based Academic Development......................................................... 35 Diana K. Kelly, San Diego Miramar College, USA In this chapter, the author explores the benefits of preparation for e-teaching by participating in a fully

  online programme as a learner, thus connecting the e-tutor experiences of Chapter II with the e-learner experience of Chapter IV. Concerns about the efficacy of e-teaching are considered in relation to quality, student persistence, and criticisms. The author then presents a discussion of best practice in preparation for e-teaching illustrated by description and reflection of the author’s experiences as an e-learner.

  Chapter IV A Reflection on Teachers’ Experience as E-Learners ........................................................................... 56 Tony Cunningham, School of Real Estate and Construction Economics, Dublin Institute of Technology, Ireland Claire McDonnell, School of Chemical and Pharmaceutical Sciences, Dublin Institute of Technology, Ireland Barry McIntyre, School of Business and Humanities, Dun Laoghaire Institute of Art, Design and Technology, Ireland Theresa McKenna, National College of Art and Design, Ireland This chapter is written from the perspective of e-learners and, through the personal reflection and dis- cussion of four e-learners, provides advice and suggestions pertinent to course designers and e-tutors. Some of the issues raised are the role of individual factors in e-learning, technological competence and

  confidence, peer support, the benefits of a blended format of delivery, technical difficulties, the impact of assessment on learning, and the role of the tutors, complementing those mentioned in the two previ- ous chapters.

Chapter V Opening Online Academic Development Programmes to International Perspectives and Dialogue .................................................................................................................... 84 Catherine Manathunga, TEDI, University of Queensland, Australia Roisin Donnelly, The Learning and Teaching Centre, Dublin Institute of Technology, Ireland Taking up the topic of online academic development of Chapter III, this chapter discusses the value of

  incorporating international guests into online academic programmes. Through reviewing literature and two case studies, distinct advantages are offered for students and teachers alike, such as becoming part of an international community of practice and understanding international higher education contexts. The introduction of new perspectives on teaching and learning are discussed. The limitations of online international collaboration are also considered and ways of addressing them are suggested.

  Chapter VI Embedding E-Learning in Further Education ..................................................................................... 108 Louise Jakobsen, Park Lane College, Leeds, UK The author presents e-learning as a culture change within an educational organisation and examines the

  potentials and difficulties that the use of e-learning has from the viewpoint of students and staff. Although the discussion is located within the further education sector in the United Kingdom, the use of examples and suggestions from Jakobsen’s experience makes the content relevant beyond this sector.

  

Section II

Accessibility in E-Learning

Without access there can be no learning and without accessibility there is exclusion. These are the

issues of two chapters in this section. The potential of eLearning to improve accessibility as well as the

problems are discussed.

  Chapter VII Access and Accessibility in E-Learning ............................................................................................. 130 Catherine Matheson, East Midlands Healthcare Workforce Deanery, University of Nottingham, UK David Matheson, Medical Education Unit, University of Nottingham, UK The opening chapter of this section looks at the issues of access and accessibility in e-learning, setting

  these issues in the context of access and accessibility within higher education, particularly focusing on debates in the United Kingdom. The authors examine the positive and negative aspects of e-learning with regard to access and accessibility, taking into consideration economic, technological, and geographical factors, as well as disabilities.

  with Disabilities .................................................................................................................................. 152

Morag Munro, Learning Innovation Unit, Dublin City University, Ireland Barry McMullin, Electronic Engineering, Dublin City University, Ireland

  This chapter continues on the theme of accessibility and provides the practitioner with practical solutions and recommendations for the development of accessible educational e-learning material. The authors provide the reader with a useful examination of educational multimedia in relation to its accessibility to potential higher education students, taking into account differences in learning styles and preferences, and sensory and mobility impairments. A case study illustrates the problems that can make e-learning material inaccessible. The legal implications of the provision of accessible material are considered and accessibility guidelines are discussed.

  

Section III

Designing E-Learning and E-Teaching Experiences

The chapters of Section III cover the design of online courses and eLearning tools as well as appropriate

pedagogical strategies and learning theories in relation to various topics and subject disciplines in

higher education.

  Chapter IX Enhancing Students’ Transition to University through Online Preinduction Courses ........................ 178 Ursula Wingate, King’s College London, UK In this chapter, the design and evaluation of an online induction resource for students prior to entering

  and during their first year in higher education is discussed. It is set in the context of widening participa- tion and issues affecting student retention in higher education in the United Kingdom. The design of the resource is described using the theoretical frameworks of situated, experiential, and constructivist learn- ing. Its purpose is explained and details of its evaluation through qualitative research are discussed.

  Chapter X A Methodology for Integrating Information Technology in Software Engineering Education .......... 201 Pankaj Kamthan, Concordia University, Canada In this chapter, Kamthan uses an example of software engineering to discuss the integration of informa-

  tion technology into education, both inside and outside the classroom. He points out that the integration of technology requires taking account curriculum content, goals and outcomes, teaching and learning strategies, the participants involved, as well as the selection of the most suitable available resources. Advantages and limitations of the integration of information technology are outlined and guidelines for educators are provided.

  Chapter XI Using Technology in Research Methods Teaching ............................................................................. 220 Gordon Joyes, School of Education, University of Nottingham, UK Sheena Banks, School of Education, University of Sheffield, UK Addressing the questions of reported problems in teaching research methods to postgraduate students

  in the United Kingdom, this chapter describes an ongoing action research project on developing a Web- based resource for the teaching and learning of research methods that aims to enable new researchers to develop skills and knowledge. The authors discuss partnership between higher education institutions and the relationship between teaching and research within higher education, and draw out the importance of flexibility and reusability with regard to online resources.

  Chapter XII Instructional Design for Class-Based and Computer-Mediated Learning: Creating the Right Blend for Student-Centered Learning ................................................................................................. 241 Richard Walker, E-Learning Development Team, University of York, UK Walter Baets, Euromed Marseille École de Management, France This chapter discusses the implementation and evaluation of three models of instructional design that

  position blended learning with a learner-centred pedagogic framework. In particular, it focuses on the use of e-learning tools to support knowledge building and discourse among communities of learners. Although located in the context of management courses, the experiences and insights of the authors offer designers and instructors a selection of models for course delivery that may be applied to any discipline.

  Chapter XIII Online Communities of Inquiry in Higher Education ......................................................................... 262 Ann Donohoe, School of Nursing, Midwifery and Health Systems, University College Dublin, Ireland Tim McMahon, Centre for Teaching and Learning, University College Dublin, Ireland Geraldine O’Neill, Centre for Teaching and Learning, University College Dublin, Ireland This chapter discusses the development, delivery, and evaluation of an online reflective practice resource

  developed to facilitate registered nurses to critically reflect on practice. The author explains the theoreti- cal framework of the community of inquiry and presents findings of an action research study using this framework. The chapter provides practical insights into the development and use of online communities of inquiry, particularly with regard to facilitating reflection on practice.

  Chapter XIV Using Multipoint Audio-Conferencing with Teaching Students: Balancing Technological Potential with Practical Challenges .................................................................................................... 289 Nick Pratt, University of Plymouth, UK Continuing on the topic of designing online resources for professional practice, this chapter discusses

  the use of multipoint audio-conferencing to enable students to discuss and reflect on their professional practice while undertaking work-based learning during initial teacher training. The author advocates the consideration of technology from a sociocultural perspective and argues that the use of technology needs to be embedded in changes in teaching practice as well as knowledge of how learning occurs. As with the previous chapter, practical insights into the use of conferencing as a resource are provided for the reader.

  Chapter XV The Alliance of Problem-Based Learning, Technology, and Leadership............................................ 309 Timo Portimojärvi, University of Tampere, Finland Pirjo Vuoskoski, Mikkeli University of Applied Sciences, Finland This chapter reports on a study that aimed to explore whether problem-based learning as a pedagogi-

  cal strategy and information technology as a medium affects the group learning process on the topic of

  leadership. The transformative and reflective potential of problem-based learning as a way of developing leadership skills (such as self-management, team leadership, and patient empowerment) within the health care profession is evaluated in combination with the facilitative potential of online resources.

  

Section IV

Online Assessment

As assessment is an integral part of learning in higher education a discussion of e-learning and e-

teaching would not be complete without examination of this topic. The two chapters in this section

discuss formative and summative online assessment.

  Chapter XVI The Use of Online Role Play in Preparing for Assessment ................................................................ 328

Stephen Millard, School of Business and Management, Buckinghamshire New University, UK

This chapter examines the use of the discussion board in a virtual learning environment for role play as

  a way of effectively preparing for assessment. Acknowledging the use of technology for the provision of certain types of online summative assessment, Millard provides an argument for the use of a virtual learning environment for effectively preparing for more discursive assessment types. The value of role play for the acquisition of information, reflection, and perspective taking as well as increasing student par- ticipation is noted, and the advantages of conducting role play asynchronously online are discussed.

  Chapter XVII Mastering the Online Summative Assessment Life Cycle .................................................................. 347 Simon Wilkinson, Medical Education Unit, University of Nottingham, UK Heather Rai, Medical Education Unit, University of Nottingham, UK This chapter provides practical advice and indicates possible pitfalls in developing, delivering, and

  grading online summative assessments. The authors thoroughly cover the process of online summative assessment, providing the reader with accessible details of the process of developing and administer- ing summative assessment online. Factors such as item development, quality assurance, item selection, examination delivery and analysis of results are considered. Although the topic is discussed in the con- text of the large-scale assessment of medical students in the United Kingdom. Practical tips are given applicable to the design of all online assessments.

  

Compilation of References ............................................................................................................... 369

  .................................................................................................................... 406

  About the Contributors

Index ................................................................................................................................................... 413

  xiv Foreword

  Teaching in a traditional face-to-face setting is a very complex activity. The complexity is even further extended when teaching is delivered online or electronically due to the lack of standard cues such as tone of voice, eye contact, body language, and so forth, which are key tools for human communication.

  Technology-enhanced learning is at the core of using innovative and emerging technologies to facilitate and support learning in both online and blended settings. The success and promotion of effective learn- ing is dependent on a range of factors: the learner’s ability, sound pedagogy, the nature and alignment of the curriculum, assessment, sociocultural and accessibility issues, and so on. Indeed, the success of technology-enhanced learning is underscored by sound pedagogy and promotion of the effective use of technology in teaching and learning by scholars and practitioners like Betty Collis, Hirumi, and Palloff and Pratt.

  Drawing on current knowledge, experience, and evidence-based practice from a range of perspec- tives, this book focuses on

• developing, teaching, and assessing online programmes,
• academic development,
• the use of technology for collaborative learning, and the potential of learning technology for developing skills transferable to students’ future profes-
• sions.

  This edited collection of chapters by Roisin Donnelly and Fiona McSweeney entitled Applied E-

Learning and E-Teaching in Higher Education brings together respected practitioners from across

  the globe, representing diverse disciplines and perspectives, to share experience, knowledge, current thinking about good practice, and enhancement of the learner experience. In addition, from a discipline perspective, the book places the spotlight on the effective integration of pedagogy and technology, the use of technology in teaching research methods at higher degree levels, collaborative learning within multiprofessional teams, and online communities of inquiry.

  The book makes a valuable contribution to the pool of resources that inform knowledge and practice of e-teaching and e-learning in higher and tertiary education. The editors have made a start in opening up the debate and discourse on contemporary practice, as well as posing the challenge of how contemporary applied e-learning and e-teaching practice might change to better prepare facilitators of e-learning to meet the needs of the future generation of learners. The book is a source of valuable advice, hints and tips, and case studies of how to successfully integrate e-learning into higher education, accounting for xv

  all participants in the process, and to make e-learning more accessible using technology, encourage col- laborative learning and reflection, and create online formative and summative assessment.

  I recommend the book to you.

  Dr. Charles Juwah Aberdeen, Scotland, UK May 2008 Charles Juwah is senior educational development officer and teaching fellow in the Department for the Enhancement of Learn-

ing, Teaching and Assessment at Robert Gordon University, Aberdeen, United Kingdom. His responsibilities include providing

leadership for pedagogy in MA Higher Education Learning and Teaching, the university’s flagship course for initial teacher

training and continuing professional development of academic staff. He is also the director of research for the doctoral degree

in educational development. His research interests include curriculum development, online education, assessment, personal

development planning, e-portfolios, and research supervision. Charles is an independent expert for EU Tempus Projects in the Russian Federation, and recipient of the 1996 Scottish/UK National Training Awards for Individual Achievement. xvi Preface

  During the last 800 years, higher education has shown its sustainability, adaptability and transformable capability. Today there is increasingly a need to negotiate the complexities of the Information Age, which become more and more demanding as we are influenced by technology and the greater intercon- nectedness of nations and their peoples. Our new knowledge societies require more flexibility in their educational structures to adapt more readily to new styles of learning and teaching, new intellectual and social needs, and new levels of skills development. Such transformation is often referred as “The Learning Revolution” (Oblinger and Rush, 1997) and is taking place in a new era of global digital competition in higher education.

  Critical research to date on the application of theory to e-learning practice has been epistemic in focus at times, but widespread and plentiful in addressing such issues as what is e-learning and e-teaching and how does online learning occur. Practical case studies abound in the literatures of learning technolo- gies and e-learning in higher education. In the broad field of e-learning, research has demonstrated that problems have emerged in higher education practice because in many instances it is based on anecdotal evidence and minimal theory, there is a questionable validity of tests, a lack of control groups and objec- tive learning measures, and difficulty in comparison of results across domains. Some of the identified research gaps at the beginning of the new millennium have been variations in tutor moderation, online debating, student perceptions of the e-learning environment, development of online learning communi- ties, critical thinking and problem-solving applications in synchronous and asynchronous environments, peer tutoring and online mentoring, student retention, conceptual referencing and online collaboration (Bonk and Wisher, 2000).

  However there remains a growing fissure: trying to determine whether or not good e-teaching, of any kind, supports or encourages good e-learning is a thorny issue. There is not a generic definition of good e-teaching that suits all contexts and student cohorts, primarily because the terms good ‘e-teaching’ and ‘effective student e-learning’ are subjective and context dependent. Applied e-learning and e-teaching in higher education cover multiple possibilities, including the interactions between the learner, teacher and a growing range of technologies available today. This book is a contribution towards a collective inquiry which pools experience, pinpointing gaps and indications of perceived needs in this large and sometimes blurred field. The themes in the book have emerged from the authors themselves, as they chose to write about issues that are pertinent to them as practitioners and researchers in higher educa- tion. Ultimately this book aims to provide directional choices for academics in higher education through the provision of guidelines shared by a variety of academics across disciplines. It is argued that the questions raised and the issues analysed in this book have become more urgent and pertinent in recent years for academic staff and those charged with providing flexible opportunities for their development. This book therefore makes a case for an analysis of key on-the-ground themes for academic staff and academic developers alike. xvii

  Each of the chapters in this book presents a number of strategies to assist the academic in coming to grips with one of the tensions facing them today in balancing the discourse and practice of student- centredness with an era of massification. Tied to this are the skills and experiences required by both staff and learners to make the successful transition to alternative learning environments. It has also been important to identify critical activities and actions which are required to facilitate this transition at higher education institutions. Undoubtedly, there have been high demands placed on both staff and learners to deal with these changes in education, influenced by the rapid development and implementa- tion of information technologies. This is because not only does the Internet represent a revolution for the learner, it also represents a sea change in the way that learning is delivered and supported and the consequent skills and techniques needed by the lecturer (Duggleby, 2000). The professional debate, and emerging practice today, surrounding the use of the Internet as a teaching, and by association a learning and assessment tool seems to be putting academics under increasing pressure. In an age where the use of Information and Communication Technologies is almost regarded as essential to everyday activity, teachers are dealing with demands to adapt their teaching to accommodate the new technologies. Dis- cussing the development and delivery of online summative assessment, the chapter by Heather Rai and Simon Wilkinson also converses on the roles and responsibilities of key stakeholders involved.

Much has been written about the use of such technologies impacting not only on the ways in which staff teach but also on the ways in which learners learn. There remain significant numbers of staff and

  learners who are not adequately prepared or equipped to operate effectively in emerging alternative learning environments, particularly those environments which are technologically mediated. The chap- ter by Louise Jakobsen presents e-learning as an organisational culture change and suggests a way of implementing it. The adoption of learning technologies as everyday teaching tools has been placing pressure on academic staff; for some, using e-learning to deliver instruction is forcing them to rethink the ways in which they teach and learners learn, a theme mentioned by many of the authors. They are beginning to acknowledge that transferring the teaching techniques they have used in the past to an e- learning environment does not necessarily provide satisfactory results.

  Indeed the authors in this book point out the advantages of e-learning environments for facilitating new student-centred ways of learning. This is the central issue of the chapter by Richard Walker and Walter Baets. The chapter by Ann Donohoe, Tim McMahon and Geraldine O’Neill and separately that by Nick Pratt focus on reflection in work-based learning. Steve Millard, in his chapter, looks at online role-play, not only as preparation for assessment but also as a way of encouraging the development of transferable skills such as information seeking, reflection and perspective taking. In Ursula Wingate’s chapter, the potential of e-learning for reflection on epistemological issues and new ways of learning are discussed. Morag Munro and Barry McMullin examine how the use of technology in higher education can improve accessibility for all students. They also illustrate how design can make material inacces- sible. This is echoed in the chapter by Catherine and David Matheson.

  This book has also provided an ideal opportunity to explore key issues in professional academic development provided by the current movement towards increased use of e-teaching and learning tech- nologies and the emerging field of online pedagogies, where future possibilities are largely unknown, and traditional notions of development may no longer be appropriate. Whilst this may offer particular threats to established beliefs and values within many disciplines, it can also help meet the demands from academics and institutions for increased flexibility in modes of teaching and learning. This research is an opportunity to problematise the very notion of “academic development”. Many of the chapters include this issue. For example, Diana Kelly’s chapter looks at academic development in preparation for eTutoring; Tony Cunningham et al. discuss the experiences of being e-learners and how this can transfer to an e-tutoring role; Catherine Manathunga and Roisin Donnelly write about the potential of xviii

  an international dimension to academic development programmes. Academic development suggests that the main focus is the development of skills and knowledge in individuals, and that the change is about changing academics; this research proposes that what needs to be explored is the engagement of academics in negotiating the process of change happening in their teaching environment, and as part of their everyday practice of adapting to change.

  This book will outline ways in which the discussion around e-learning academic development for academic staff can be broadened to include a more critical, more effective approach to design and imple- mentation. A further issue worthy of exploration concerns the nature of effective academic e-learning development. It is suggested here that understanding the nature of academic work in e-learning and e- teaching is critical if we are to understand today’s higher education environment. As higher education has expanded, and more attention has been given externally to its quality, higher education institutions have naturally begun to devote more attention to the academic development function. This growth in academic development has been reflected in the establishment, in many institutions of higher education globally of centres for academic practice, staff development, learning and teaching, and a myriad of other titles. The challenge for those charged with developing teaching in higher education is to engage academics in a discourse of teaching and learning. Rowland (2005, p8) suggests that there is a lack of correlation between effective teaching and effective research, and believes this is likely to be the result of the weakness of a culture of enquiry (in both teaching and research) in higher education. Such a culture requires learning, teaching and research to be mutually enhancing.

  Does effective academic development result in improved e-teaching or blended learning which in time leads to enhanced student learning outcomes? Chapters in this book illuminate these questions, and the studies outlined may contribute towards a better understanding of the emerging conceptions and practical approaches used by academic staff and e-learning developers. It important to foster a lecturer’s increasing knowledge of effective pedagogical practices for successful e-learning, and this is most ef- fective when the lecturers who are starting out as online educators can experiment and develop their skills in a safe and reliable environment.

  The intention throughout the book has been to provide an overview of relevant components of e-learning theories rather than give a complete exploration of such theories. However the research re- ported by various authors does provide discussion of a variety of theories and pedagogical strategies, for example the chapter by Timo Portimojärv and Pirjo Vuoskoski explores the use of problem based learning in learning about and developing leadership skills. Pankaj Kamthan argues for the combina- tion of teacher-led (objectivist) and student-led (constructivist) learning to fuse student learning in and outside the classroom. It is hoped that future research will utilise the analysis and arguments presented here to contribute to further research in the field.

  There appears to be a mutually sustaining cycle of reaction to the benefits of e-learning in higher education. Although online instruction is seen by many as a major breakthrough in learning and teach- ing, it has had its share of critics who do not believe it can actually solve difficult learning and teaching problems and who consider that many barriers hinder effective e-learning. Critics of e-learning have regularly noted that there is little evidence of its ability to improve learning outcomes, despite substantial worldwide investment in its development, and its wide uptake. Even when research about e-learning has been published showing that it is effective, or at least no less effective than other approaches, misgivings are held about the validity of that research.

  A persistent challenge for higher education is to promote the development of highly complex knowledge structures, generic skills as well as transferability of knowledge and skills to future professional work. Emphasis is given today to problem-solving, team work, oral communication, the search for information from multiple sources and self- and group-directed initiatives. As e-learning is introduced into academic xix

  teaching, expectations arise as to how new learning technologies will contribute to this end. Issues that are educational in nature – such as sustainable content management (particularly discussed by Pankaj Kamthan as well as Gordon Joyes and Sheena Banks), sound pedagogical strategy, and learner support

• – can all too often be left at the periphery. An interesting component of research into the application of e-learning and e-teaching is the exploration of the role of the tutoring process as a central instructional strategy, integrated fully in everyday learning and teaching in institutions, in contrast to current practice that regards online tutoring as a tangential activity. In their examination of the changing role of the tutor to an eTutor, Rhona Sharpe and Jill Pawlyn provide valuable information about the key differences.

  In fact, technology often puts teachers in the role of learner alongside their students. This represents a big change from the traditional role of the teacher as the one with all the knowledge and right answers. Instead, students are given the chance to see their teachers perhaps acquire a new set of skills. Teachers who are not threatened by this change in roles report that the experience sensitizes them to the learning process in unexpected ways, giving them new insights into their students as learners. Engaging in the process of exploring technology with their students further provides teachers with an opportunity to demonstrate aspects of problem solving and learning that are rarely made visible in more product-ori- ented classrooms. Technology-supported constructivist approaches are particularly energy-intensive for teachers who themselves have not been taught in this way and who need to acquire both the pedagogical and the technological skills required. Even when they have mastered the needed skills, many teachers find it difficult to sustain constructivist teaching approaches over time.