Abstract
E-Learning remains a new frontier for many faculty. When compared to the traditional classroom, E-learning requires greater collaboration among team members and use of different teaching and learning strategies. Pedagogy as well as team configurations must change when moving to the online environment. Collaboration is a key component in creating quality E-learning. Effective collaboration requires faculty to understand various roles (e.g., instructional designers, multimedia specialists), and activities involved in e-learning as well as how professionals in different roles work together. This article discusses the use of an E-Learning framework and development of a survey based on the framework’s dimensions as two strategies to broaden faculty understanding of E-Learning collaboration. The survey was used to expose faculty across five Midwestern campuses to all dimensions of E-learning including areas such as management, ethics, and interface design.
Highlights
IntroductionIn contrast to traditional face-to-face programs, E-Learning requires a wider network of collaboration among all professionals involved (instructors, instructional designers, technology support staff, etc.)
E-Learning in higher education is a team endeavor
What clearly defined roles exist for ELearning support? (Select all that apply) -Project Managers -Instructional Designers -Editors -Interface Designers -Course Developers -Graphic Artists -Media Production Specialists -Programmers -Webmasters/ Course Management System Administrators -other Does the E-Learning budget allow for support staff? -Yes -No -I don’t know How frequently do students ask technology related questions of faculty? -Frequently -Seldom (2-3 times/wk.) -Rarely (≤ once/wk.) -Never In what ways has Senior Administration been supportive of and made financial and other resources available to implement ELearning?
Summary
In contrast to traditional face-to-face programs, E-Learning requires a wider network of collaboration among all professionals involved (instructors, instructional designers, technology support staff, etc.). For example, who seeks to improve interface design in an E-Learning program may encourage faculty to structure their courses using a consistent interface template. The framework provides an organizing structure to understand E-Learning perspectives within the following eight dimensions: pedagogy, technology, interface design, evaluation, management, resource support, ethics and institution (Khan, 2005). Instructional technology specialists may more heavily participate in the technology, interface design, and resource support dimensions. Using this framework, it is easy to recognize that no one professional has exclusive coverage over all dimensions of E-Learning.
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