E-Learning professional development and capability of staff
These research reports relate to e-Learning professional development and capability of staff. The key findings from these reports underpinned the Educator ‘bulletins’ outlined on the resources page. The research provides educators and organisational leaders with the information they need to help implement relevant and appropriate e-Learning professional development programmes.
Professional development for e-Learning: A framework for the New Zealand tertiary education sector
This report was commissioned by the Ministry of Education. It was undertaken by Otago University in collaboration with Massey University. Massey University’s contribution to the report and associated documentation was informed by collaboration with Canterbury University, Otago Polytechnic, The Open Polytechnic of New Zealand, and the Southern Institute of Technology. This report and associated documentation:
- discovered and reported on the professional development processes, plans and frameworks that have been developed and are being utilised overseas to improve the e-Learning capability of TEOs through professional development
- brought together the recent literature relating to e-Learning studies within the NZ tertiary setting
- determined how NZ teachers and teaching-support staff conceptualise their role in relation to e-Learning and their need for professional development
- ascertained skills, and expectations of administrators, trainers, and teachers of what constitutes appropriate levels and relevant forms of professional development; and
- explored professional development requirements and professional development experiences, best practice, and future needs.
The executive summary and the chapters that make up the report are available on the Education Counts website.
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An investigation into factors that influence New Zealand Polytechnic/Institute of Technology tutors’ uptake of e-Learning, with particular reference to early and later adopters and resisters
This report was commissioned by the Ministry of Education and undertaken by the Waikato Institute of Technology. It investigated the factors that lead New Zealand polytechnic and institutes of technology tutors to adopt or resist the incorporation of e-learning approaches into their teaching practices. It utilised case studies, focus group interviews, and national surveys in order to establish these factors and included consideration of perspectives from both tutors and organisational management. In terms of the tutors it focused on four main groups: early adopters, later adopters, intending adopters, and resisters.
The executive summary and full report are available on the Education Counts website.
Approaches and implications of e-Learning adoption on academic staff efficacy and working practice: a comparative study
This report was commissioned by the Ministry of Education and undertaken by the Universal College of Learning in collaboration with Otago Polytechnic. It examined the multiplicity of staff development (SD) being offered in the polytechnic, university and college of education sectors. It used case study research methodology. It not only examined the current status of SD for e-Learning across the tertiary sector, but also other factors impacting on staff experiences with e-Learning.
The full report and annotated bibliography are available on the Education Counts website.