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), pp. 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.

Item Type: Article
Digital Object Identifier (DOI): doi:10.1080/0267152032000176873
Additional Information: in special issue on evidence-based practice
ISSNs: 0267-1522 (print)
Related URLs:
Keywords: evidence-based practice, e-learning, methodology, policy, epistemology
ePrint ID: 2282
Date :
Date Event
December 2003Published
Date Deposited: 27 Apr 2004
Last Modified: 17 Apr 2017 00:10
Further Information:Google Scholar
URI: http://eprints.soton.ac.uk/id/eprint/2282

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