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E-learning in Tertiary Education

Where Do We Stand?

image of E-learning in Tertiary Education

Following the burst of the dot-com bubble in 2000, scepticism about e-learning replaced over-enthusiasm. Rhetoric aside, where do we stand? Why and how do different kinds of tertiary education institutions engage in e-learning? What do institutions perceive to be the pedagogic impact of e-learning in its different forms? How do institutions understand the costs of e-learning? How might e-learning impact staffing and staff development? This book addresses these and many other questions.

The study is based on a qualitative survey of practices and strategies carried out by the OECD Centre for Educational Research and Innovation (CERI) at 19 tertiary education institutions from 11 OECD member countries – Australia, Canada, France, Germany, Japan, Mexico, New Zealand, Spain, Switzerland, the United Kingdom and the United States – and 2 non-member countries – Brazil and Thailand. This qualitative survey is complemented by the findings of a quantitative survey of e-learning in tertiary education carried out in 2004 by the Observatory on Borderless Higher Education (OBHE) in some Commonwealth countries.

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Staff Development and Organisational Change

Centre for Educational Research and Innovation

The chapter first gives an overview of how the case study institutions view the main forms of organisational change and barriers related to e-learning, before focusing on staff development. All sample universities are in the midst of thinking through and negotiating the potential contribution of e-learning in its various forms to organisational futures. The chapter illustrates the diversity of methods for developing institutional human resources. Just as there is no one “best model” or trajectory for e-learning development for institutions, nor is there a...

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