e-Learning Policy: Supporting Learners in Higher Education? PROCEEDINGS
Sharon Oake, Brock University, Canada
Global Learn, in Penang, Malaysia ISBN 978-1-880094-79-2 Publisher: Association for the Advancement of Computing in Education (AACE)
Despite the existence or lack of strategic plans, objectives and educational priorities, e-learning policies exist in different forms in Higher Education (HE), and vary in terms of meeting the requirements of faculty and students. Distance education has changed, and even restructured education, though as Simonson et al (2006) suggest, although different, distance and traditional education have many commonalities. Czerniewicz and Brown (2009) suggest that it is the policy makers in their roles as e-learning advocates who are critical and integral to developing policy that can embed new information and communication technologies (ICT) teaching and learning practices required to ensure a new “…culture that fosters innovation and a multiplicity of varied and responsive learning practices” (p. 130) are discussed and written. While distance implies the separation of teacher and learner, the Internet has no border, and has created a need for education policy that reflects a diverse environment.
Oake, S. (2010). e-Learning Policy: Supporting Learners in Higher Education?. In Z. Abas, I. Jung & J. Luca (Eds.), Proceedings of Global Learn Asia Pacific 2010--Global Conference on Learning and Technology (pp. 708-713). Penang, Malaysia: Association for the Advancement of Computing in Education (AACE). Retrieved October 23, 2017 from https://www.learntechlib.org/p/34253/.
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