Coordinated, collaborative and coherent

• Published in: Campus-Wide Information Systems Vol. 25; no. 2; pp. 114 - 122
• Main Authors: Suddaby, Gordon, Milne, John
• Format: Report
• Language: English
• Published: Emerald Group Publishing Limited 28-03-2008
• Subjects: Elearning; Quality
• ISSN: 1065-0741
• DOI: 10.1108/10650740810866602

Purpose The paper aims to discusses two complementary initiatives focussed on developing and implementing elearning guidelines to support good pedagogy in elearning practice. Designmethodologyapproach The first initiative is the development of a coherent set of open access elearning guidelines for the New Zealand tertiary sector. The second project, arising from the elearning guidelines project, will implement selected guidelines in 18 tertiary institutions and evaluate the implementation processes and the outcomes. Findings The guidelines provide a framework for good pedagogical practice that supports quality elearning activity and engages staff in critically reflecting on elearning practice. The paper describes how elearning quality guidelines contribute to enhanced pedagogical quality, greater collaboration, and an approach that is focused on the learner. Practical implications Institutions need to provide motivation, support and resources to successfully implement elearning guidelines. Originalityvalue The paper describes an innovative approach to collaborating on improving elearning quality and coherence across a national tertiary education system.