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Learning through benchmarking: Developing a relational, prospective approach to benchmarking ICT in learning and teaching

Ellis, Robert A. and Moore, Roger R. (2006). Learning through benchmarking: Developing a relational, prospective approach to benchmarking ICT in learning and teaching. Higher Education, 51(3) pp. 351–371.

DOI (Digital Object Identifier) Link: http://dx.doi.org/10.1007/s10734-004-6385-6
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Abstract

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.

Item Type: Journal Article
ISSN: 0018-1560
Extra Information: Benchmarking; Relational quality assurance; Information and communication technologies; ICT; Prospective and retrospective approaches
Academic Unit/Department: Other Departments > Learning and Teaching Solutions
Item ID: 16013
Depositing User: Users 8955 not found.
Date Deposited: 13 May 2009 11:31
Last Modified: 24 Jul 2014 09:28
URI: http://oro.open.ac.uk/id/eprint/16013
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