Maggie McPherson

Developing Innovation in Online Learning : An Action Research Framework

1. Action Research in Online Learning 2. An Action Research Framework for Online Learning 3. Pedagogical Models 4. Design and Development of Online Learning Environments 5. Tutoring and Delivering Online Learning 6. Evaluation 7. Action Research and Future Practice

Organisational Issues for E-Learning: Critical Success Factors as Identified by HE Practitioners

Purpose – The purpose of this paper is to report on a research project that identified organisational critical success factors (CSFs) for e‐learning implementation in higher education (HE). These CSFs can be used as a theoretical foundation upon which to base decision‐making and strategic thinking about e‐learning.Design/methodology/approach – The project reported in this paper adopted a critical research approach aiming at proposing strategies derived from a holistic, consultative and emancipatory perspective. Bearing this perspective, the researchers drew inspiration from CSF management theory. Organisational analysis using CSFs is an established management research method as a means of identifying the essential elements that need to be addressed in order for change processes to be effective. The specific data collection method adopted was focus group interviews.Findings – The data analysis from focus group interviews with practitioners, administrators and academics revealed 66 CSFs divided into four cl...

Critical Issues for E-Learning Delivery: What May Seem Obvious Is Not Always Put into Practice.

The successful adoption of information and communication technology to enhance learning can be very challenging, requiring a complex blend of technological, pedagogical and organizational components, which may at times require the resolution of contradictory demands and conflicting needs. The research reported in this paper investigated and analysed critical success factors (CSFs) that are required to deliver e-learning within higher education (HE) courses and programmes. The research design adopted a critical research approach, instantiated by focus group discussions with e-learning experts drawn from administrative, educational, technology and research domains. The findings revealed that staffing issues, pedagogically sound delivery models and training of both tutors and students cannot be treated as trivial issues and are critical to the success of e-learning. Furthermore, this research also shows that there is a strong relationship between these factors and inspirational institutional leadership. The findings also suggest that in order to assure the success of e-learning, this leadership should guarantee the presence of institutional enablers. It is hoped that the CSFs, described and discussed in depth in this paper, will provide a suitable theoretical foundation to underpin the successful delivery of e-learning within HE.

Open educational resources: education for the world?

Education is widely seen as an important means of addressing both national and international problems, such as political or religious extremism, poverty, and hunger. However, if developing countries are to become societies that can compete properly with Western industrialized countries, not only is a fundamental shift in thinking with regard to the value of education and more/better provision of teaching required, but strong support from other countries is needed as well. This article explores questions such as whether Western policymakers can avoid a repetition of some of the failures of the past few decades in terms of providing foreign aid; how educators and providers of educational scenarios and learning contents can foster and manage the creation of a worldwide knowledge society; and in particular, if the provision of open educational resources (OER) can realistically overcome the educational gap and foster educational justice.

Educational informatics: an emerging research agenda

This paper discusses educational informatics as a research field and provides an overview of the scope of work in this, and closely related, areas by members of the Department of Information Studies at the University of Sheffield. Current work in Sheffield focuses on the use of information and communications technologies (ICTs) in universities and schools, seeking to understand the effects of using ICTs in educational practice on learners, teachers and learning support staff. It also seeks to develop practical knowledge of relevance to the design and facilitation of ICT-enabled learning environments. The paper highlights the interdisciplinary nature of this research, and discusses theoretical frameworks and methodological approaches that are being used by Sheffield researchers. It concludes by suggesting that library and information science has a distinctive contribution to make to the study of ICT-enabled learning, and that there is a need for further discussion within the literature of this emergent field of inquiry.

Constructivism vs. objectivism: where is difference for designers of e-learning environments?

We discuss different philosophical views of learning and the consequences of these different epistemologies on the design of online learning environments. Academic learning is proposed as a process of constructing knowledge and the development of reflexive awareness, where the individual is an active processor of information and is therefore proposed as a constructivist process. However, the pragmatic constraints of learning and teaching in higher education (HE) institutions pose clear restrictions on the use of pure constructivism. In fact, modularisation, semesterisation, accreditation needs, modes of assessment, as well as staff and financial limitations, mean that pure constructivist ideals are very difficult to implement and maintain at HE levels. Pedagogical models based on moderate constructivist approaches rooted and constrained by practice, may provide designers and educationalists with more useful and applicable approaches.

Supporting Educational Management through Action Research

This paper presents an educational management model to support action research into issues relating to the management of distance learning programmes. The educational management action research (EMAR) model proposed, is grounded on a practitioner action research approach as the guide for everyday work and professional life. EMAR is based on four basic building blocks: the organisational context, the pedagogic model, the educational setting and the evaluation process. The model presented in this paper enabled the maintenance, improvement and update of a CPDE course in IT, a fast moving and highly competitive field. The model emerged as an invaluable tool to implement and understand management issues and research in CPDE. It enabled both tutors and students to be actively involved in course development and delivery, and resulted in a highly motivated staff and satisfied cohort of students.

Why Designers cannot be Agnostic about Pedagogy: The Influence of Constructivist Thinking in Design of e-Learning for HE

When instructional designers design online learning environments, they, like all other designers, call on prior knowledge and experience [1]. They call to mind previous solutions and strategies they have used, have experienced, or have seen that fit the particular constraints of the current situation [2]. These previous experiences play a central role in specifying the structure, contents and delivery strategies. Consequently, if the pedagogical component of the design is not consciously considered and planned, the instructional designer tends to incorporate his/her own model of learning into the environment. This may be inappropriate and even conflict with the learning processes which are intended to be supported by Information and Communication Technologies (ICT). Furthermore, the lack of an overall pedagogical strategy implies an absence of a consistent and adequate educational approach throughout the whole online learning environment [3].

Action research in continuing professional distance education

In order to support the persistent evolution of Continuing Professional Distance Education (CPDE), an action research approach must be taken. For action research to be successful, explicit research models must be formulated and used. This paper presents such a model that conjugates pedagogical thinking, curriculum design and organisational context: the Educational Management Action Research (EMAR) model. However, the complexities and precise specifications required by Educational Systems Design (ESD) call for better support through development frameworks that incorporate educational and systems development philosophies. This paper presents and discusses an ESD framework that has been extensively used in the development of eLearning.

Editorial introduction: BJET special issue on best practice or situated action: the organization of technology enhanced learning

The organisation as tool When we study the world, what we see depends on where we stand. We gather information with our sense organs, fix on what is important to us at a given moment, and act on this information using available tools within our immediate local environment. These are basic truths of human activity; they are also how we learn and adapt our environment as a result of this learning (Vygotsky, 1994).