Abstract:

Following the trauma felt by much of the academic community during the initial waves of the covid pandemic, much has been written about the challenges this has presented to educational institutions. While so many of these institutions have apparently succeeded in making a transition to online (OL), they did so, it is suggested, reluctantly. However, this paper proposes that less has been written about the academic agility of some institutions to both move rapidly from a physical on campus teaching mode to OL, but to do so in a manner which embraced the challenge positively; all while showcasing the strategic viability of the technological and pedagogical approaches used to enable leading academic provision to continue to excel. As such consideration has been given in this study to Pratap et al, (2019) who see eLearning as a type of eco-system meeting the needs of learners in various ways through its symbiotic pathways of learner competency, external influences, system interactivity, as well as digital media and tools. All of which, the authors’ suggest, influences the acceptance which learners have of eLearning approaches. While, Jung, (2011) identifies a range of dimensions of e-learning quality assurance factors from the learners’ perspective, including the credibility of the QA mechanisms of the institution; learning tasks; interaction; staff support, learner support; information and publicity. Still further, McCotter, (2020) recognises that technological use in education offers flexibility to the user and a cost effective platform for a business to transfer learning within an organisation without the cost of expensive resources and estates. Irrespective of whether learning is core to the business (as in higher, secondary and primary education) or a development need of employee(s) to aid organisational performance and learning, convenience and adaptability are core to the learning experience. While Al-Alrimi, (2014), contends that when considering the reliance on internet, Wi-Fi and broadband technologies, the reliability of each is central in how eLearning is delivered and enhances online learning to support any organisation. Notably, Walker, (2020 and 2021) refers to the ‘discernible phases’ and their success in the early phases of OL implementation during covid. Successes, Walker has concluded, which have enabled a move toward a more informed ‘second phase of digital practice’ in which greater attention can now be given to ‘pedagogical redesign, teaching approaches and content authoring to give students greater choice in how they engage with teaching and assessment’. Taking a leading UK business school as its focus and drawing upon the interdisciplinary work of Walker, (2020 and 2021) and McCotter, (2019 and 2020), this paper builds towards a framework of the institutional antecedents, relational factors and interdisciplinary components which have combined to create a leading pedagogically based OL infrastructure of provision underpinned by a Community of Inquiry (COI) ethos, Garrison, (2007). This paper also seeks to draw upon the theoretical frameworks posited by Jung, (2011), Al-Alrimi, (2014), Pratap, (2019). Indeed, early findings appear to support the conclusions of Jung, (2011) that it is important to define eLearning from multiple stakeholder perspectives not just that of the provider, in order to ensure the learners’ perceptions are met.

Keywords:

Dislocated student body, learning convenience, learning adaptability, distinct learning phases, e-learning success, UK business school agility.