In literature, you will often see the terms eLearning, Online learning and Technology Enhanced Learning and Teaching applied interchangeably to refer to the use of technology to facilitate or support learning and teaching. For example, the Joint Information Systems Committee (JISC) whose role is to champion the use of technology in education, defines eLearning as,
Learning facilitated and supported through the use of information and communications technology. - http://www.jisc.ac.uk/elearning_pedagogy.html
Whereas, the Higher Education Funding Council's (HEFCE) "e-Learning Strategy" (2005) the term eLearning to refer to learning that integrates Information and Communication Technologies (ICT). The strategy focuses particularly on the use of technology to facilitate, communication, management and delivery within learning opportunities in distance and flexible contexts. NTU's strategic plan emphasises an integrative approach to using technology within learning and teaching:
We see e-learning not as a separate activity, but as an integral feature of how we learn in the 21st Century. We will help students to benefit from excellent open access materials from across the world; and we will increasingly make our own teaching materials and lectures available electronically. We believe that on-line learning will progressively break down the distinctions between full-time and part-time study, between on-campus and off-campus students; this will help us not only to broaden the NTU university community but also to build and strengthen our lifetime engagement with alumni. (NTU 2010 p.9)
In addition, NTU's Online Learning and Teaching Policy (pdf) aims to ensure that students are clear with respect to what their online learning and teaching experience should be. Using the typology below, School Academic Standards and Quality Committees (SASQCs) will conduct an annual review of programmes' use of online learning and teaching and provide a short statement in the School Standards and Quality Report (SSQR). The statement will specify whether all programmes meet the minimum level required (category A) and indicate how many programmes are situated in each sub-category of more extended use (category B).
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This is the minimum requirement that all courses and their constituent modules should meet.
For help with Category A see topic Online provision Category A |
Such courses will meet the minimum requirements and additionally involve participation and/or engagement in online activities that goes beyond accessing resources online. This category is further sub-categorised in order to ensure it provides accurate information on the development of online learning provision across Schools. Low Blended Predominantly face-face-to face with additional online activities. Medium Blended Online learning and teaching activities are considered equally important as face-to-face activities. Highly Blended Learning and teaching activities are predominantly online with additional face-to-face activities. Fully Online All learning and teaching activities are conducted online.
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References
NTU's Strategic Plan 2010 -2015
http://www.ntu.ac.uk/about_ntu/document_uploads/102081.pdf
HEFCE E-learning Strategy
http://www.hefce.ac.uk/pubs/hefce/2005/05_12/05_12.pdf
JISC E-learning Pedagogy Programme