dc.contributor.author | Blass, E. | |
dc.contributor.author | Davis, A. | |
dc.date.accessioned | 2011-01-12T11:16:34Z | |
dc.date.available | 2011-01-12T11:16:34Z | |
dc.date.issued | 2003 | |
dc.identifier.citation | Blass , E & Davis , A 2003 , ' Building on solid foundations : establishing criteria for e-learning development ' , Journal of Further and Higher Education , vol. 27 , no. 3 , pp. 227-245 . https://doi.org/10.1080/0309877032000098662 | |
dc.identifier.issn | 0309-877X | |
dc.identifier.other | PURE: 108203 | |
dc.identifier.other | PURE UUID: 52624160-ecdd-4b5f-a174-7b5dde1c2c6b | |
dc.identifier.other | dspace: 2299/5142 | |
dc.identifier.other | Scopus: 33751558077 | |
dc.identifier.uri | http://hdl.handle.net/2299/5142 | |
dc.description | Original article can be found at: http://www.informaworld.com/smpp/title~content=t713430659 Copyright Informa / Taylor and Francis [Full text of this article is not available in the UHRA] | |
dc.description.abstract | In recent years, advances in technology and changes in the market place for education and learning have resulted in a rapid growth of interest in e-learning. Early experiments in the area have indicated that e-learning may not be the apparent panacea to issues of cost effectiveness and widening participation that was initially mooted. Undoubt edly, e-learning provides the opportunity for wider access to learning at all levels, however, such promise is not always fulfilled. E-learning is often construed as simply putting existing teaching materials 'on the Web'. A shift towards learner-oriented developments requires a major paradigm shift for learning providers, both at the institutional and individual level. Institutions need to be aware of the commitment required to make e-learning effective, while individuals need to accommodate a shift towards greater learner control and responsiveness to the flexibility requirements. Many of the issues surrounding the effectiveness of e-learning initiatives stem from inadequate consideration of whether e-learning is an appropriate solution to a learning need and insufficient consideration of the design and implementation of the resulting product. This paper proposes a set of criteria for those new to e-learning design to consider when exploring whether and how to implement e-learning. These criteria relate to the appropriateness of an e-learning strategy, the interaction between the proposed market and the design of an e-learning product, the nature of student-faculty interaction within the e-learning environment and issues of evaluation. The relationships between these criteria at a generic level are outlined and guiding principles for the development of e-learning proposed. | en |
dc.language.iso | eng | |
dc.relation.ispartof | Journal of Further and Higher Education | |
dc.title | Building on solid foundations : establishing criteria for e-learning development | en |
dc.contributor.institution | School of Education | |
dc.description.status | Peer reviewed | |
rioxxterms.versionofrecord | https://doi.org/10.1080/0309877032000098662 | |
rioxxterms.type | Journal Article/Review | |
herts.preservation.rarelyaccessed | true | |