eLearning (eLearning) is defined by the NIeL Partnership as:

‘teaching and learning enhanced by information and communication technologies (ICT)… delivered 'anywhere, any place, any time' using communication tools, content and resources which can be accessed online.’

Enhanced learning is the most appropriate translation for elearning. eLearning may range, on the one-hand, from the teacher and pupils going on to the Internet during a classroom session, to, on the other hand, taking part in course or programme designed to be largely delivered online, with face to face support.

eLearning is already common across a range of education and training contexts and sectors in developed countries, including in the home and community, and is making a significant contribution to the widening of learning opportunities.

In the UK, however, little is understood about elearning in schools. Much of what is currently known world-wide is based on experience from higher and further education and from virtual high schools in the USA. While the evidence base in the school sector is relatively limited, the experience is generally positive, although lessons learnt from these contexts do not transfer directly or uncritically.

Northern Ireland is well placed, at this time, to take forward leading-edge research and development (R&D) in the application of elearning in the schools sector because of:

• the Curriculum Review, changes in the curriculum at Key Stages 1, 2 and 3 and the review of post-primary schools;
• leadership development programmes provided by the Regional Training Unit;
• the investment in C2k and the creation of a common online learning environment;
• completion of NOF training in ICT by the vast majority of Northern Ireland teachers;
• a growing interest in the application of neuroscience, multiple intelligences and cognitive styles to understanding the learning process;
• elearning pilots and standard-setting through the Northern Ireland eLearning Partnership.

The first phase of pilots, independently-evaluated through the NI eLearning Partnership, indicate those factors which make for effective elearning, where most benefits may arise and how to manage and minimise the risks. They also indicate the priorities for further development in the school sector.

In light of the findings, and in the knowledge of R&D elsewhere, there is confidence that elearning has the potential to improve teaching and learning in schools. The introduction of elearning approaches can substantially improve access to education by broadening curriculum choice, thus providing greater flexibility in learning for young people.

eLearning applications can:

• help to overcome the limitations to curriculum provision in small schools, especially where high quality teaching expertise can be provided at a distance;
• give access to a broad range of searchable global resources;
• improve the quality of online provision through quality assurance;
• provide opportunities for young people to work collaboratively, within and beyond their own schools;
• extend access to young people excluded from, or not attending school.

Taken together, applications of eLearning can contribute to the goals of enhancing learning, improving practice, increasing access and raising standards.

Based on pilot work completed during 2002/03 there is a need for further progress to create a Northern Ireland Virtual School, an organisational arrangement which would have the capacity support the collaborative provision of courses and thus supplement the work of schools. We set out below some initial priorities.

This programme should:

• be supported by a programme of independent evaluation;
• draw upon an ongoing review of relevant school-based research elsewhere;
• include elements of action-research;
• focus initially upon the areas below to develop quality indicators.

The following priorities in R&D for eLearning projects are identified:

Blended Learning approaches: develop appropriate approaches to course design and development, growing out of classroom pedagogy, and taking account of the impact of technology on learning styles in a school setting

Content Adaptation: Adopt and adapt already-published online content; take account of the structure of Learning NI and its curriculum content, and influence the commercial development of new content through public/private partnerships

Assessment: support the design and use by teachers of appropriate methods of diagnostic/formative assessment for learning online and the use of self-evaluative tools by learners

Management of learning: refine the use of the functions provided in online environments to manage learning (e.g. tracking, annotation, feedback, archiving and evaluating online dialogues)

Similarly, the independent evaluation of R&D should focus on:

Learning Online: better understanding of the nature of, and conditions for, effective online learning for both individual and collaborative learning

eModerating: understanding and raising the level and quality of mentorship and interaction between participants online, which facilitates higher-order learning

Professional Development: understanding the roles and responsibilities of the online educator/teacher/tutor; progression in the online education skills relevant to all phases of professional development

Quality Assurance: developing, disseminating and applying QA criteria and approaches to ensure that elearning developments promote the highest standards of education

Current educational priorities may provide highly appropriate contexts for some of this work, such as, for instance: vocational education 14-19; Science; Learning for Life and Work and Citizenship; courses in the Irish language; Mentorship; Critical and Creative Thinking; KS3 ‘tasters’ for KS4 courses; EOTAS.

Evaluation findings will continually be disseminated as ‘work in progress’ to inform policy-makers and guide practitioners in NI and to support and extend Northern Ireland’s reputation as a location for innovative educational practice.

Extracted from the NIel Partnership Annual Report 2002/03 which can be found, with pilot evaluation reports on www.elearningfutures.com

JANUARY 2004