Abstract:

A series of recommended approaches for lecturers to engage with e-learning are critically explored in a way that provides a guide to how and when best to apply them individually or in combination. At the core of each recommended approach is the fundamental purpose of enabling students to engage in critical analysis.
Each approach (Transmission, Supplemental, Adaptive, Application and Reflective) is demonstrated through a series of real life case studies identifying technological interventions, exploring the key pedagogical issues, dilemmas and positive affects for the learner and academic.
The five recommended approaches collectively form a Creative Critical Analysis Model that can be applied incrementally to promote the development of the following three attributes in our students:
Functional autonomy – i.e. the ability to take responsibility for, and control of, the timing of their own learning including the ability to make choices about what, when and where to learn.
Critical autonomy – the ability to examine and evaluate assumptions, discern and make reasoned judgments on hidden values, evaluate evidence, assess the conclusions of others and justify and defend their own.
Motivational autonomy – the ability to self-start and maintain programmes and periods of learning towards a defined goal.
In addition, the e-learning approaches are designed to maximize the way that e-learning can further the inclusivity agenda by facilitating access for groups who find it difficult to undertake the traditional learning model of set classes.

Keywords:

Creative Critical Analysis, Staff Development, Learner Skills.