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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).

Record type: Article

Abstract

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.

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More information

Published date: December 2003
Additional Information: in special issue on evidence-based practice
Keywords: evidence-based practice, e-learning, methodology, policy, epistemology

Identifiers

Local EPrints ID: 2282
URI: http://eprints.soton.ac.uk/id/eprint/2282
ISSN: 0267-1522
PURE UUID: f2a9a7ad-1ebb-42be-bf96-0e328f14766e

Catalogue record

Date deposited: 27 Apr 2004
Last modified: 17 Jul 2017 17:15

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Contributors

Author: Grainne Conole
Author: Martin Oliver

University divisions

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