Professional development: assuring quality in e‐learning policy and practice

Abstract

Purpose

The paper reports on findings of research into the institutional and individual influences on engaging in professional development (PD), reflecting on how PD might be made available in ways which could support quality in e‐learning.

Design/methodology/approach

The paper presents findings of a research project exploring factors influencing engagement in e‐learning PD within New Zealand tertiary education institutions. The research comprised an online survey of 408 individuals in three polytechnics and two universities and 40 qualitative interviews ascertaining beliefs, experiences and practices of staff regarding e‐learning PD.

Findings

The survey and interviews suggest there are numerous factors which both help and hinder quality of engagement in e‐learning PD. Most PD engaged in by staff is informal. Engagement in formal PD is influenced by organisational structure, co‐ordination, poorly developed and/or implemented e‐learning policy, differences in managerial support, and individual beliefs and time allocation.

Research limitations/implications

The research is conducted in a small number of tertiary institutions and may not be applicable to private or work‐based training organisations.

Practical implications

Understanding impacts and influences on individual uptake and experiences of PD provides insights into the sorts of institutional practices and policies likely to improve quality in e‐learning and in e‐learning PD.

Originality/value

By focussing on staff experiences, this paper provides important insights into practical considerations informing the development of e‐learning quality enhancement and assurance strategies.

Citation

Mansvelt, J., Suddaby, G., O'Hara, D. and Gilbert, A. (2009), "Professional development: assuring quality in e‐learning policy and practice", Quality Assurance in Education, Vol. 17 No. 3, pp. 233-249. https://doi.org/10.1108/09684880910970641