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Article
Publication date: 6 February 2007

Robert A. Ellis, Nerida Jarkey, Mary Jane Mahony, Mary Peat and Stephen Sheely

This paper seeks to discuss the characteristics that shape a model to manage eLearning in a large, predominantly campus‐based university. It focuses on how such a model can…

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Abstract

Purpose

This paper seeks to discuss the characteristics that shape a model to manage eLearning in a large, predominantly campus‐based university. It focuses on how such a model can provide a sustainable approach to supporting eLearning for more than 40,000 students while still managing basic quality assurance for the University executive and the individual disciplinary needs of faculties.

Design/methodology/approach

Prior research and theoretical issues related to a generalised course development and teaching process are discussed followed by an analysis of a case‐study from a large metropolitan Australian university. The case‐study illustrates key aspects of the management model providing insights into how staff are empowered and supported to develop meaningful eLearning resources for students, how quality improvement is managed, and how organizational learning takes place.

Findings

Following the analysis of how key aspects of the model relate to the university discussed in the case study, several challenges for quality improvement at the level of both course and university are identified. The case‐study reveals the complexity of quality improvement strategies, which (mainly due to the fact that eLearning complements the face‐to‐face learning experience) require a relational and embedded approach. Key principles for managing eLearning development and evaluation for campus‐based universities are abstracted from the case‐study and offered as a guide to universities who face similar challenges

Research limitations/implications

Although not all aspects of the case‐study can be applied to other contexts, the key principles of the proposed management model are likely to apply to other campus‐based universities which share the same focus on integrating eLearning in sustainable ways but also wish to foreground quality assurance issues.

Originality/value

The paper integrates the discussion of theoretical approaches and models for eLearning management in higher education with the description of a case‐study from a large, diverse, campus‐based university, while highlighting the complexity and practical challenges of implementing such a model.

Details

Quality Assurance in Education, vol. 15 no. 1
Type: Research Article
ISSN: 0968-4883

Keywords

Available. Content available
Article
Publication date: 6 February 2007

John Dalrymple

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Abstract

Details

Quality Assurance in Education, vol. 15 no. 1
Type: Research Article
ISSN: 0968-4883

Available. Content available
Book part
Publication date: 27 June 2008

Abstract

Details

Advances in Accounting Education
Type: Book
ISBN: 978-1-84950-519-2

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Article
Publication date: 22 June 2012

Stephen J. Marshall

The purpose of this paper is to discuss and demonstrate the relevance of a new conceptual framework for leading and managing the development of learning and teaching to e.learning…

951

Abstract

Purpose

The purpose of this paper is to discuss and demonstrate the relevance of a new conceptual framework for leading and managing the development of learning and teaching to e.learning strategy development.

Design/methodology/approach

After reviewing and discussing the research literature on e.learning in higher education institutions from 2000 to 2010 to identify the issues associated with leading and managing the development, implementation and evaluation of e.learning, the paper describes and makes an argument for how a new conceptual framework for leading and managing the development of learning and teaching in higher education, developed and reported elsewhere (Marshall et al.), might be used to guide the development, implementation and evaluation of e.learning strategy.

Findings

While subject to the limitations of all conceptual/analytical frameworks, it is argued that this new conceptual framework is able to first alert those with the responsibility for the development of e.learning to many of the critical issues identified in the research literature as being associated with its development, implementation and evaluation, and second, assist in conducting and developing the multi‐dimensional SWOT analyses and strategies necessary to guide the development, implementation and evaluation of e.learning.

Originality/value

This is the first paper to demonstrate the applicability of Marshall et al.'s new conceptual framework for leading and managing the development of learning and teaching to the development, implementation and evaluation of e.learning strategy.

Details

Campus-Wide Information Systems, vol. 29 no. 3
Type: Research Article
ISSN: 1065-0741

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