Flying not flapping: a strategic framework for e-learning and pedagogical innovation in higher education institutions

Salmon, Gilly (2005) Flying not flapping: a strategic framework for e-learning and pedagogical innovation in higher education institutions. Research in Learning Technology, 13 (3). pp. 201-218. ISSN 0968-7769

Abstract

E-learning is in a rather extraordinary position. It was born as a 'tool' and now finds itself in the guise of a somewhat wobbly arrow of change. In practice, changing the way thousands of teachers teach, learners learn, innovation is promoted and sustainable change in traditional institutions is achieved across hundreds of different disciplines is a demanding endeavour that will not be achieved by learning technologies alone. It involves art, craft and science as well as technology. This paper attempts to show how it might be possible to capture and model complex strategic processes that will help move the potential of e-learning in universities to a new stage of development. It offers the example of a four-quadrant model created as a framework for an e-learning strategy.


Statistics for USQ ePrint 19928
Statistics for this ePrint Item
Item Type: Article (Commonwealth Reporting Category C)
Refereed: Yes
Item Status: Live Archive
Additional Information: Permanent restricted access to paper due to publisher copyright restrictions.
Depositing User: Professor Gilly Salmon
Faculty / Department / School: Current - Australian Digital Futures Institute
Date Deposited: 30 Nov 2011 06:40
Last Modified: 12 Dec 2013 00:41
Uncontrolled Keywords: e-learning, higher education, pedagogical innovation
Fields of Research (FOR2008): 13 Education > 1303 Specialist Studies in Education > 130306 Educational Technology and Computing
08 Information and Computing Sciences > 0806 Information Systems > 080608 Information Systems Development Methodologies
Identification Number or DOI: doi: 10.1080/09687760500376439
URI: http://eprints.usq.edu.au/id/eprint/19928

Actions (login required)

View Item Archive Repository Staff Only