Evidence-based practice and e-learning in Higher Education: can we and should we?
Conole, Grainne and Oliver, Martin (2003) Evidence-based practice and e-learning in Higher Education: can we and should we? Research Papers in Education, 18, (4), 385-397. (doi:10.1080/0267152032000176873).
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Policy makers are increasingly looking to evidence-based practice as a means of ensuring accountability and validity in education and more recently in e-learning. In this paper, the origins of evidence-based practice are reviewed, and considered in relation to the emergence of e-learning as an area of policy, research and practice. The close links between these three activities within e-learning are described, and a critique is presented that raises methodological, epistemological and moral questions about this approach. This analysis identifies a number of implications for e-learning, including the problems facing practitioner-researchers working on project funding and the potentially distorting effect of e-learning policy on research in this field. Possible alternative approaches are suggested, advocating a more inclusive conception of evidence-based practice in which any single model (such as the hierarchy of evidence developed within medicine) is prevented from dominating evaluation by explicitly adopting a commitment to inclusivity and empowerment within evaluation and research.
|Additional Information:||in special issue on evidence-based practice|
|Keywords:||evidence-based practice, e-learning, methodology, policy, epistemology|
|Subjects:||L Education > L Education (General)|
|Divisions:||University Structure - Pre August 2011 > School of Education > Lifelong and Work-Related Learning
|Date Deposited:||27 Apr 2004|
|Last Modified:||06 Aug 2015 02:11|
|RDF:||RDF+N-Triples, RDF+N3, RDF+XML, Browse.|
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