E-LEARNING+PRACTICES+AND+POLICY+(NZ+TERTIARY)


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 * E-LEARNING PRACTICES AND POLICY (NEW ZEALAND TERTIARY EDUCATION) **

University of Auckland's E-Learning Strategy
toc As New Zealand’s largest and leading university, the University of Auckland’s institutional emphasis on identifying and creating interactive environments through teaching and learning technologies to achieve learning outcomes (University of Auckland, 2013a) is hardly surprising. Such institutional emphasis reflects its core value to conserve, advance and disseminate “knowledge through teaching, learning, research and creative work of the highest standard” (University of Auckland, 2013b, p. 3). The value that the university places on an information and communications strategy and teaching and learning technologies is reflected in its investment in a strong e-learning infrastructure and promotion of “the development of flexible modes of teaching and learning, the use of new teaching technologies and computer assisted learning management systems” (The University of Auckland, 2013c). **E-Learning Tools** Among the e-learning initiatives at the University of Auckland are a proprietary learning management system: CECIL (for Computer Supported Learning Management System), which provides a portal for threaded discussions, resources, personal journals, announcements, activities, and marks (FIGURE 1), and tools for peer assessment, web course structure and content, and peer multiple choice creation (FIGURE 2).

Teacher Uptake of E-Learning
However, the availability of e-learning technologies does not guarantee their usage by university teachers. E-learning practice may depend on their technological knowledge and pedagogical knowledge (Harris, Mishra & Koehler, 2009), among others. A summary of e-learning technologies used at the University of Auckland is shown is Table 1. **Table 1. Summary of E-Learning Technologies Used at the ****University of Auckland ** Arguably, the use of e-learning technologies from the top to the bottom of Table 1 represent a shift from their use as “enhancement tools” of existing practice (Garrison & Anderson, 2003, p. x; Harris, Mishra & Koehler, 2009) towards their use as transformative devices which transform teaching and learning by supporting inquiry, collaboration, and reformed practice (Garrison & Anderson, 2000; Harris, Mishra & Koehler, 2009). A transformative practice also departs from the “transmission model” or “industrial character” of traditional undergraduate education (Garrison & Anderson, 2003, pp. 1-3).
 * **E-Learning Technology** || **Never** || **Rarely** || **Sometimes** || **Often** || **All of the Time** ||
 * Microsoft PowerPoint ||  ||   ||   ||   || Yes ||
 * Course web pages ||  ||   ||   ||   || Yes ||
 * Online course resources ||  ||   ||   ||   || Yes ||
 * Online assignment submission ||  ||   ||   ||   || Yes ||
 * Learning management system ||  ||   ||   ||   || Yes ||
 * Online marking ||  ||   ||   || Yes ||   ||
 * Online tests ||  ||   ||   || Yes ||   ||
 * Lecture audio recordings ||  ||   ||   || Yes ||   ||
 * Lecture video recordings ||  ||   ||   || Yes ||   ||
 * Live lecture video streaming ||  ||   || Yes ||   ||   ||
 * Online discussion threads ||  ||   || Yes ||   ||   ||
 * Student Wikis ||  ||   || Yes ||   ||   ||
 * Lecturer blogs ||  ||   || Yes ||   ||   ||
 * Online feedback ||  ||   || Yes ||   ||   ||
 * Audio and video conferencing ||  || Yes ||   ||   ||   ||

The use of live lecture video streaming, online discussion threads, student Wikis, online feedback, and audio and video conferences – e-learning technologies with transformative potential – would have represented a move toward an asynchronous and online learning environment (see Picciano, 2006). The use of lecture audio and video recordings at the University of Auckland, however, demonstrate an effort to use blended learning which is characterised by fewer face-to-face classroom sessions (Caner, 2012) and a mix or blend of face-to-face classroom sessions and online learning (Williams, 2002; Bullen & James, 2006).

** New Zealand Government E-Learning Policies **


The New Zealand Government influences the New Zealand tertiary education sector, "operating in an environment of decentralised governance and management," through its management by the  Tertiary Education Commission [TEC] (Ministry of Education, 2013a, p. 18), and by funding it through the Performance-Based Research Fund (PBRF). The PBRF, managed by the TEC, is a contestable fund that is accessed by tertiary educational organisations based on three elements: quality research evaluation, research degree completions, and external research income (TEC, 2012).

Noteworthy is that the New Zealand government's Tertiary Education Strategy 2010-2015 failed to articulate a policy on e-learning (cf. Ministry of Education, 2013b). As well, government funding through the PBRF is heavily weighted (60%) towards high-quality research (TEC, 2012; Ministry of Education, 2013b). Hence, it may not come as a surprise that e-learning practices in New Zealand tertiary educational institutions are "largely reactive" and "ad-hoc" (Nichols, 2008, p. 598). Marshall (2005, p. 8), in his study of the e-learning capabilities of nine New Zealand tertiary education organisations, also noted an "absence of planned intentionality" in their use of e-learning and of isolated e-learning practices.

Future Trends of E-Learning


There is a trend, however, towards greater online learning in American post-secondary institutions ( Allen & Seaman, 2013 ). If these trends portend the future of university education worldwide, then the University of Auckland may be behind in e-learning practices, notwithstanding huge gains and investments in an e-learning infrastructure. If the University of Auckland is to continue in its path of success, it may need to adapt and change in view of the new reality of e-learning (cf. Amirault, 2012 <span style="font-family: Georgia,serif; font-size: 12pt; line-height: 1.5;">).

Recommended Reading


<span style="font-family: Georgia,serif; font-size: 12pt;">Harris, J., Mishra, P., & Koehler, M. (2009). Teachers’ technological pedagogical content knowledge and learning activity types: Curriculum-based technology integration reframed. //Journal of Research on Technology in Education, 41//(4), 393-416.

<span style="font-family: Georgia,serif; font-size: 12pt;">Nichols, M. (2008). Institutional perspectives: The challenges of e-learning diffusion. //British Journal of Educational Technology, 39//(4), 598-609.

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