eLearning

What is eLearning? eLearning is often considered to be a sub-set of learning, which is "electronically enabled learning" (eLearning Terminology, n.d.).

In an international context eLearning, that is learning with the aid of Information and Communication Technology (ICT), is strategically important to the higher education sector. A recent report by The Sloan Consortium (2004) that examined the quality and extent of online education in the United States found that online learning is a critical component of the long term strategies of the majority (53.6%) of the universities and colleges surveyed. Likewise in the United Kingdom online learning has been identified as being of national significance to education and can be seen in the strengthening of national bodies such as, the Joint Information Systems Committee, whose mission is "to provide world-class leadership in the innovative use of ICT to support education and research" (Joint Information Systems Committee, 2004), and the British Education Communications and Technology Agency which is a key partner with the government "in the strategic development and delivery of its ICT and e-learning strategy for the schools and the learning and skills sectors" (British Educational and Communications Technology Agency, 2005).

In the Australian context there is a heightened focus on Information and Communications Technologies in teaching and learning as evidenced by the national Education Minister's statement promoting "the fostering [of] an e-learning culture in the education and training sectors through the best possible use of ICT .[to] increase the effectiveness of teaching and improve students' learning outcomes" (Nelson, 2004).

The University of Western Australia encourages staff to utilise best practice in teaching and learning, including eLearning (UWA Strategic Plan, 2001). The university provides central support for several key systems (e.g. WebCT, iLecture and online enrolments) to support staff and students in flexible teaching and learning.

At UWA many staff now use the best features of traditional and eLearning methods in what is regarded as a blended learning and teaching framework. Working in this manner provides opportunities to adopt a constructivist approach to learning, informed by research-based information about how students learn. Such an approach allows learning to be flexible, student-centred, self-directed, active, problem based, and lifelong. It encourages deep learning and greater student responsibility for learning (Ramsden, 1992).

• British Educational and Communications Technology Agency. (2005). Retrieved February 4, 2005, from http://www.becta.org.uk/
• eLearning Terminology . (n.d.). Retrieved March 11, 2005, from http://www.distancelearningproviders.com/glossary/elearning.html .
• Joint Information Systems Committee . (2004). Retrieved February 7, 2005, from http://www.jisc.ac.uk/strategy_0406.html.
• Nelson, B. (2004). Strengthening Australia's e-Learning Framework. Retrieved February 7, 2005, from http://www.dest.gov.au/Ministers/Media/Nelson/2004/12/n1035171204.asp.
• Ramsden, P. (1992). Learning to Teach in Higher Education. London:Routledge.
• The Sloan Consortium. (2004). Entering the Mainstream: The Quality and Extent of Online Education in the United States, 2003 and 2004. Retrieved February 7, 2005, from http://www.sloan-c.org/resources/survey.asp.
• UWA Strategic Plan . (2001). Retrieved March 11, 2005, from http://www.registrar.uwa.edu.au/?f=65630 .