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Evidence-based practice and e-learning in Higher Education: can we and should we?

Martin, Oliver and Conole, Grainne (2003). Evidence-based practice and e-learning in Higher Education: can we and should we? Research Papers in Education, 18(4) pp. 385–397.

DOI (Digital Object Identifier) Link: http://dx.doi.org/10.1080/0267152032000176873
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Abstract

Policy makers are increasingly looking to evidence-based practice as a means of ensuring accountability and validity in education and more recently in e-learning. In this paper, the origins of evidence-based practice are reviewed, and considered in relation to the emergence of e-learning as an area of policy, research and practice. The close links between these three activities within e-learning are described, and a critique is presented that raises methodo-logical, epistemological and moral questions about this approach. This analysis identifies a number of implications for e-learning, including the problems facing practitioner-researchers working on project funding and the potentially distorting effect of e-learning policy on research in this field. Possible alternative approaches are suggested, advocating a more inclusive conception of evidence-based practice in which any single model (such as the hierarchy of evidence developed within medicine) is prevented from dominating evaluation by explicitly adopting a commitment to inclusivity and empowerment within evaluation and research.

Item Type: Journal Article
ISSN: 0267-1522
Keywords: Evidence-based Practice; e-learning; Methodology; Policy; Epistemology
Academic Unit/Department: Institute of Educational Technology
Interdisciplinary Research Centre: Centre for Research in Education and Educational Technology (CREET)
Item ID: 6561
Depositing User: Users 13 not found.
Date Deposited: 29 Jan 2007
Last Modified: 02 Dec 2010 19:56
URI: http://oro.open.ac.uk/id/eprint/6561
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