Ellis, Robert A. and Moore, Roger R.
Learning through benchmarking: Developing a relational, prospective approach to benchmarking ICT in learning and teaching.
Higher Education, 51(3) pp. 351–371.
This study discusses benchmarking the use of information and communication technologies (ICT) in teaching and learning between two universities with different missions: one an Australian campus-based metropolitan university and the other a British distance-education provider. It argues that the differences notwithstanding, it is possible to develop a useful and rigorous benchmarking relationship between such institutions that draws on previous benchmarking research and improves the approach by benchmarking key processes, not just outcomes. By defining a process used to embed ICT in subjects and using this as a focus of the benchmarking, a relational and prospective approach to quality assurance for ICT can be clarified, one which promotes coherence amongst the benchmarks that can be used for the purposes of improvement.
||Benchmarking; Relational quality assurance; Information and communication technologies; ICT; Prospective and retrospective approaches
||Other Departments > Learning and Teaching Solutions
||Users 8955 not found.
||13 May 2009 11:31
||24 Jul 2014 09:28
|Share this page:
Actions (login may be required)