E-scholarship

A model to lead strategic change

Abstract

Sustained investment in e-learning in different national contexts has lead to a common conclusion; that integration of technology supported teaching and learning strategies into mainstream practice has not reached full potential because levels of engagement by academics vary. Some instances of e-learning demonstrate a level of excellence that proves the potential exists. Yet dissemination of these innovations and the institutional systems required to facilitate wider engagement remain patchy. In other cases, the use of e-learning systems by a critical mass of tertiary teachers focuses primarily on administrative functions. This paper describes the application of three established models as the basis to define the concept of e-scholarship. Articulation of this concept through a systematic and institutionally supported program is proposed as a means to address the challenges identified by a group of leading e-learning practitioners. Nationally funded initiatives are finding emergent social networking tools and strategies to be common ground for both teaching and e-research. This could prove to be a key factor to motivate wider engagement at both individual and organisational levels. The New Zealand tertiary sector provides the context for this development. Design based research is the underlying methodology.