Applied e learning and e teaching in higher education

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.
ISBN 978-1-59904-814-7 (hardcover) -- ISBN 978-1-59904-817-8 (e-book)
1. Universities and colleges--Computer networks. 2. Internet in higher education. 3. Education, Higher--Computer-assisted instruction. 4. Education, Higher--Effect of technological innovations on. 5. Information technology. 6. Educational technology. I. McSweeney, Fiona. II. Title.

LB2395.7.D66 2008
378.1'7344678--dc22
2007051822

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


Table of Contents

Foreword.............................................................................................................................................. xiv
Preface . ............................................................................................................................................... xvi
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 eteaching 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
About the Contributors..................................................................................................................... 406
Index.................................................................................................................................................... 413


Detailed Table of Contents

Foreword.............................................................................................................................................. xiv
Preface . ............................................................................................................................................... xvi
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
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 discussion 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 previous 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.
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
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 participation 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 learning. 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 information 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 Webbased 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 theoretical 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 pedagogical 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 eteaching 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 participation 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 administering 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 context 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
About the Contributors..................................................................................................................... 406
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 learning 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 perspectives, 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 professions.

This edited collection of chapters by Roisin Donnelly and Fiona McSweeney entitled Applied ELearning 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 collaborative 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 Learning, 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 interconnectedness 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 technologies 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 objective 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 communities, 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 education. 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 studentcentredness 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 implementation 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. Discussing 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 chapter 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 elearning 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 inaccessible. 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 technologies 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 implementation. 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 eteaching 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 effective 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 reported 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 combination 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 teaching, 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


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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-oriented 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.
In addition to the role of the eTutor is the part played by the educational technologists in creating
viable online learning resources. The first chapter, by Sabine Little, considers the role of the e-learning
developer, in particular as part of a multi-disciplinary team. Today, there is an ever-increasing wide
range of e-learning technologies available for the more traditional teaching and learning strategies;
amongst others there are games, simulations, social networking tools, learning portals, learning object
repositories, knowledge management tools, learning content management systems, Blogs, Moblogs,
Vlogs, PodCasting, Wikis, ePortfolios. As highlighted earlier, the technologies that have revolutionized
information exchange and enabled distributed learning continue to change at a rapid pace and influence
advances in e-learning. Many studies have noted a relative emphasis on training in the use of technology at the expense of academic development that focuses on pedagogy and embedding technology into
learning and teaching practices (McNaught, 2000), a point that is taken up by some of the authors in
this volume.
However, as discussed in the chapters by Nick Pratt and Ann Donohoe et al. the key to understanding how telecommunication technologies can enhance learning is to realise that the use of interactive
telecommunication technologies alone does not ensure that meaningful interaction will occur. Two-way
communications, whether synchronous or asynchronous, do not necessitate meaningful interaction.
Adding a discussion forum, scheduling a few chat sessions, and using email will not lead to meaningful
interactions. Nor do streaming media and animated graphics guarantee interaction. In order for interaction
to be meaningful it must enhance student performance and/or the learning experience. The technology
itself enables various types and levels of interaction, whereas learning theory provides insight as to how
and when these tools should be used to enhance learning. This is why an understanding of underpinning

learning theory and pedagogical principles is vital.
The growth of e-learning requires the development of new instructional strategies that promotes an
interactive collaborative learning environment. Unfortunately many novice teachers find it difficult to
plan and manage meaningful e-learning interactions. When a teacher’s repertoire of instructional strategies is limited to teacher-directed methods, they can end up relying heavily on self-instructional text or
lecture-based materials, failing to promote meaningful interactions among students, the instructor and


xx

content (Hirumi, 2002). Of course the real problem is that insufficient time, training and resources forces
educators to revert back to what they know: teacher-directed instructional methods.
The challenge for education, then, is to design technologies for learning that draw both from knowledge about human cognition and from practical applications of how technology can facilitate complex
tasks in the workplace. These designs use technologies to scaffold thinking and activity. Computer scaffolding enables learners to do more advanced activities and to engage in more advanced thinking and
problem-solving than they could without such help.
When students use technology as a tool or as support for communicating with others, they are in an
active role, rather than the passive role of recipient of information transmitted by a teacher, textbook,
or broadcast. The student actively makes choices about how to generate, obtain, manipulate, or display
information. Technology prompts students to actively think about information, making choices, and
executing skills in a manner that is not typical in teacher-led lessons. Each student can be involved in
independent or small-group work with the technology. Moreover, when technology is used as a tool to
support students in performing authentic tasks, the students are in the position of defining their goals,
making design decisions, and evaluating their progress.
McConnell (2006) argues that, surprisingly, there has been little research looking at what actually
happens in online learning communities: to date, we know very little about how they are formed, how
members negotiate shared meanings about the nature of the community, how they work in the community and how the dynamics of learning in communities are controlled and what the effects of this are
for those involved. We also know very little about the eventual outcomes of learning communities, and
how members work together to produce meaningful learning outcomes. The chapter by Cunningham et
al. sheds light on this from a practitioner perspective.
All told, exploring applied e-learning and e-teaching is a challenging area. It is essential that all academics willing to engage in this process acknowledge that they too are learners and will need to engage
in ongoing reflection on their teaching and learning practices. Taking a reflective pause regularly is

important, and taking time out from busy practice to write a chapter, each author in this book has been
offered just that. We believe that the result has been worthwhile.

Structure of the Book
The book is divided into four sections, each focusing on a theme relating to applied e-learning and
e-teaching. The first section, The Partners in the e-learning and e-teaching Process And The Role of
Academic Development, contains chapters which examine e-learning and e-teaching from the viewpoints
of the developer, the tutor and the students as well as examining academic development.
The emphasis in Section II is on accessibility, examining it in a broad context as well as with regard
to the use of multi-media in higher education as a way of improving accessibility.
The chapters of Section III all focus on designing for e-learning and e-teaching, looking at various
issues and subject disciplines. The potential of e-learning for student induction, the use of e-learning
for class-based and independent student learning in software engineering and the development of an
online resource for learning about research are the subject matter of the first three chapters. The use of
e-learning tools to support knowledge building, discourse, reflection and collaboration among learners
in management, nursing and teaching education is dealt with in Chapters XII, XIII and XIV. Chapter
XV looks at the partnership between problem based learning and technology in developing leadership
skills in the field of health care.


xxi

Section IV concentrates on the area of online assessment. The first chapter here looks at role play as
a way of preparing for discursive forms of assessment while the second chapter describes the process
of developing and administering summative assessment online.

referenceS
Bonk, C. J., and Wisher, R. A. (2000, August 2-4) Adapting e-learning Tools from Educational to Training Environments. Paper presented at the 16th Annual Conference on Distance Teaching and Learning,
Madison, WI.
Duggleby, J. (2000) How to be an Online Tutor. Aldershot, Hampshire; Brookfield, VT: Gower.

Hirumi, A. (2002) A Framework for Analyzing, Designing, and Sequencing Planned e-learning Interactions, Quarterly Review of Distance Education 3(2), 141-160.
McConnell, D. (2006) E-learning Groups and Communities. Maidenhead: The Society for Research
into Higher Education & Open University Press.
McNaught, C. (2000) Technology: The Challenge of Change. In R. King, D. Hill and B. Hemmings
(Eds). University and Diversity, (pp.88-102). Wagga Wagga, NSW: Keon Publications.
Oblinger, D.G. and Rush, S.C. (1997) The Learning Revolution. The Challenge of Information Technology in the Academy. Bolton, MA: Anker Publishing Co, Inc.
Rowland, S. (2005) Intellectual Love and the Link between Teaching and Research, in R. Barnett (ed).
Reshaping Universities. (pp.92-10). Milton Keynes: Open University Press/Society for Research in
Higher Education.


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Acknowledgment

The editors would like to acknowledge the help of all involved in the collation and review process of the
book, without whose support the project could not have been satisfactorily completed. Deep appreciation
and gratitude is due to Dr. Kevin O’Rourke for his suggestions on enhancing aspects of the book, and
we would also like to acknowledge Heather Probst for her editorial support services.
Most of the authors of chapters included in this book also served as referees for chapters written by
other authors. Sincere thanks go to all those who provided constructive and comprehensive reviews.
Special thanks also go to the publishing team at IGI Global, whose contributions throughout the
whole process from inception of the initial idea to final publication have been invaluable.
Closer to home, we would like to thank the Donnelly and McSweeney/Ryan families for their unwavering support and encouragement throughout—in particular, Rhiannon, Adam, and Leon for putting
up with their absentminded mothers.
Editors,
Dublin
May 2008

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.