Page 11 - The Managed Learning Environment Strategic Gain_

Case studies have no definitive solution. When trying to analyze a case study
each person will arrive at his or her solution based on the intellectual and
experiential baggage that they carry with them. Learning by doing; increased
familiarisation with the application of analytical techniques and appreciation of
their implications; exposure to a number and variety of cases and their
solutions; will help hone analytical ability. Likewise, exposure to peer group
solution generation and lecturer driven solutions will also enhance the
learning process.

In other words, our students wanted a physical community through which to
learn. The result for the lecturer was the adaptation of the delivery
methodology stemming from the recognition of the need to teach in different
ways, to become both an enabler and manager of student learning (Twigg,
2004). Although crystallisation of this came through the development of the
case study interactive methodology it was apparent that its lessons were
equally relevant to e-learning in general.

The test of a good ‘lecture’ lies with the instructor, the situation and setting. If
the lecture produces an exciting and provocative learning experience for
those participating in it then that is a good lecture.
Institutional e-learning strategy (Quote 4) was bounded by an institutionalised
perception of online delivery but, practical application in the form of blended
learning with its increased demands on lecturer resources became for the
lecturer, the operating reality. Blended learning architecture demands more of
the lecturer in that he has to develop the information systems, control systems
and communication systems that are adaptive to the student body’s needs. All
of which had to be underpinned by content quality and robust architecture.
Simply put quality learning requires quality knowledge objects. All too
frequently obsolete materials and irrelevant examples are provided to
students. E-learning demands architecture with embedded knowledge
resources and repositories that are continually renewed and updated.

In seeking to achieve this electronic delivery the lecturer must produce not only
the most effective and rewarding learning experience possible but also the most
efficient. However, as Zawacki-Richter (2005), points out “A frequently
encountered reason for the reserved attitude to media-based teaching is the
high workload associated with it. Academic reputations on the road to a
professorship are acquired more by publishing research results and attracting
external funds than by good teaching. In contrast, 60% to 70% of the working
hours of a member of the academic staff are taken up with teaching, without this
being adequately appreciated in proportion. The motivation to invest even more
work in teaching is at times correspondingly slight.”

Lecturers may not have the motivation to devote the effort and time to climb the
learning curves of the software packages and systems requirements to produce
online, interactive deliverables if they are not perceived as route to academic
advancement. This perception is dependant to a great extent upon the actions
of the institution and its administrative systems. The reality is that WebCT
augments and enriches the learning process but in itself is dependent on the
lecturer for its efficacy.