Effective practice for e-learning
With educational technology maturing, e-learning is increasingly recognised as becoming a more integral feature of tertiary education, contributing to a networked, flexible education system. People involved in teaching and learning have identified a need for evidence-based knowledge on e-learning to inform their activities. Building such knowledge will help ensure that e-learning activities are undertaken in a sustainable, high-quality way.
Over the last few years, the Ministry of Education (MoE) has funded over a dozen research reports to better understand specific issues relevant to e-learning in the New Zealand tertiary sector. Over the same period, the Tertiary Education Commission has funded projects through the e-Learning Collaborative Development Fund, which have produced reports on other relevant issues. While these reports contain much of relevance to the sector (the reports are a response to stakeholder-identified knowledge needs), few people in the sector are accessing or reading, let alone applying, the knowledge in these reports.
To address this, MoE has commissioned development of ‘user-friendly’, evidence-based information about aspects of e-learning to benefit educators, students and officials. These materials synthesise existing research to assist these audiences with their practice.
This section offers research syntheses for tertiary teachers, staff developers and their managers on how to design the learning and teaching process and practice in a way that addresses:
- Cultural and social diversity of learners
- How to engage learners
- How to support learners
- What to consider in designing professional development for tertiary teachers
Bulletins on each of these topics are accessible below.
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