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e-Learning and the University: An Examination of Policy Implications on Educational Leadership
PROCEEDINGS

, Brock University, Canada

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Montréal, Quebec, Canada ISBN 978-1-880094-98-3 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

This paper examines how increasing enrolments in e-Learning courses, decreasing budgets, demographic trends, continual innovation and how the anticipated increase of students moving into higher education is influencing institutional e-Learning policy. A work-in-progress, the purpose of this study is to examine policy implications that relate to e-Learning, particularly with respect to organizational vision and strategic planning. This research will examine e-Learning policy and practice in higher education, with a particular interest in how the complexity of today’s knowledge society is impacting institutional management (Bargh et al, 2000). The study will focus on one comprehensive university in Ontario, Canada with a student population of over 15,000 full, and part-time undergraduate and graduate students.

Citation

Oake, S. (2012). e-Learning and the University: An Examination of Policy Implications on Educational Leadership. In T. Bastiaens & G. Marks (Eds.), Proceedings of E-Learn 2012--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 1 (pp. 1725-1729). Montréal, Quebec, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved May 10, 2021 from .

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