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Most Higher Education institutions are now embracing e learning to some extent. Some have instigated institution-wide e-learning initiatives, whilst others are engaging in the use of e-learning to expand their portfolio of course provision and the development of new niche markets. But the successful deployment of e-learning, whether large-scale or more localised, is complex and multi-faceted. This paper considers these complexities by drawing on the findings across four disparate e-learning evaluations, arguing that these provide a valuable means of extrapolating key lessons to ensure better use of e-learning and avoidance of large-scale, spectacular and public disasters, such as the UK e-University.
|Item Type:||Conference Item|
|Extra Information:||CEUR Workshop Proceedings 317|
|Keywords:||Evaluation; Learning Technology; UKeUniversity; TOIA; EBank; Neonatal|
|Academic Unit/School:||Learning Teaching and Innovation (LTI) > Institute of Educational Technology (IET)
Learning Teaching and Innovation (LTI)
|Interdisciplinary Research Centre:||Centre for Research in Education and Educational Technology (CREET)|
|Depositing User:||Grainne Conole|
|Date Deposited:||24 Mar 2009 09:42|
|Last Modified:||08 Feb 2017 05:12|
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