Implementing E-learning Across the School of Education: A Case Study

Reyna Zeballos, JL

Implementing E-learning Across the School of Education: A Case Study

Reyna Zeballos, JL

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Publisher:: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
Publication Type:: Journal Article
Citation:: International Journal on E-learning: corporate, government, healthcare and higher education, 2016, 15 (1), pp. 101 - 120 (21)
Issue Date:: 2016-01

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Field	Value	Language
dc.contributor.author	Reyna Zeballos, JL https://orcid.org/0000-0002-9909-0581	en_US
dc.date.issued	2016-01	en_US
dc.identifier.citation	International Journal on E-learning: corporate, government, healthcare and higher education, 2016, 15 (1), pp. 101 - 120 (21)	en_US
dc.identifier.issn	1943-5932	en_US
dc.identifier.uri	http://hdl.handle.net/10453/43514
dc.description.abstract	In January 2009 the School of Education, University of Western Sydney decided to appoint an e-learning officer with the aim of improving the quality of online learning environments across course units. The e-learning officer had built a strong relationship with 45 academics across two campuses, with a positive impact on the application of university e-learning basic standards improving look and feel, information architecture, usability and accessibility of online units. Academics successfully integrated technological tools such as slidecasts, Google Docs, digital video and blogs into existing curricula and teaching contexts. This translated into an enhanced learning experience for our students. Significant aspects of the success of this experience included the provision of high quality educational design, empowerment of staff to experiment, staff development via workshops and one-on-one support, development of resources for academics to facilitate online teaching and learning, training of students in the use of technological tools, and strong focus on their learning experience monitored by reflection and research. We believe morale has increased in the School, especially in relation to online teaching, since the appointment of the e-learning officer. People seem to be more connected, are more open to change, and enthusiastic about trying new things, and are learning more about technology and what is available to them. There is more awareness about holistic approaches to online learning and how websites affect the student experience. We believe we have created significant attitudinal change.	en_US
dc.publisher	Association for the Advancement of Computing in Education (AACE), Chesapeake, VA	en_US
dc.relation.ispartof	International Journal on E-learning: corporate, government, healthcare and higher education	en_US
dc.title	Implementing E-learning Across the School of Education: A Case Study	en_US
dc.type	Journal Article
utslib.citation.volume	1	en_US
utslib.citation.volume	15	en_US
utslib.location.activity	USA	en_US
utslib.for	1303 Specialist Studies in Education	en_US
utslib.for	1301 Education Systems	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Science
pubs.organisational-group	/University of Technology Sydney/Students
utslib.copyright.status	closed_access
pubs.consider-herdc	true	en_US
pubs.issue	1	en_US
pubs.publication-status	Published	en_US
pubs.volume	15	en_US

Abstract:

In January 2009 the School of Education, University of Western Sydney decided to appoint an e-learning officer with the aim of improving the quality of online learning environments across course units. The e-learning officer had built a strong relationship with 45 academics across two campuses, with a positive impact on the application of university e-learning basic standards improving look and feel, information architecture, usability and accessibility of online units. Academics successfully integrated technological tools such as slidecasts, Google Docs, digital video and blogs into existing curricula and teaching contexts. This translated into an enhanced learning experience for our students. Significant aspects of the success of this experience included the provision of high quality educational design, empowerment of staff to experiment, staff development via workshops and one-on-one support, development of resources for academics to facilitate online teaching and learning, training of students in the use of technological tools, and strong focus on their learning experience monitored by reflection and research. We believe morale has increased in the School, especially in relation to online teaching, since the appointment of the e-learning officer. People seem to be more connected, are more open to change, and enthusiastic about trying new things, and are learning more about technology and what is available to them. There is more awareness about holistic approaches to online learning and how websites affect the student experience. We believe we have created significant attitudinal change.

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http://hdl.handle.net/10453/43514