EJEL Volume 6 Issue 3
October 2008

Navigating the e-Learning Terrain: Aligning Technology, Pedagogy and Context

Mandia Mentis
Massey University, Auckland, New Zealand

e-Learning has been described as being a ‘disruptive technology’ that has the potential to change the way teaching and learning is approached in higher education. But effective change will only be realised if we integrate new technology with an understanding of pedagogy within particular contexts. This paper explores the interrelationship between technology, pedagogy and context in e-learning practice in higher education. Three vignettes relating to e-learning are presented illustrating the shifts in technology and the resultant tensions and influences of these on context and pedagogy. These vignettes provide a background to discuss the use of an e-learning alignment guide (eLAG). This guide is a navigational aid which offers e-learning designers an approach to investigate the technology, pedagogy and context of e-learning. The eLAG can assist practitioners to navigate the changing and complex terrain of e-learning and teaching. The key finding of this paper is that an eLAG can be used to ensure that technology, pedagogy and context are closely aligned in order to realise the potential of e-learning in higher education.

Keywords: e-learning, higher education, technology, pedagogy

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