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Journal Issue
Volume 15 Issue 1 / Apr 2017  pp1‑103

Editor: Robert Ramberg

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Editorial for EJEL Volume 15 Issue 1  pp1‑2

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Motivational Gaps and Perceptual Bias of Initial Motivation Additional Indicators of Quality for e‑Learning Courses  pp3‑16

Rosário Cação

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Redefining Practice: Challenging Academic and Institutional Traditions With Clinical Distance Learning  pp17‑32

Laura E Delgaty

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Abstract

With the uptake of distance learning (DL), which has actually been marginal for most academics, teaching contexts, traditional power structures and relationships have been transformed, leaving lecturers potentially disenfranchised. Institutional and cultural change is vital, particularly changes concerning academic roles. The advent of DL has caused role ambiguity; however published literature related to academic roles is confusing and lacks clear guidance. For academics involved in post graduate clinical education, information is even more incomplete. Using a framework of communities, this study is a direct response to these concerns. The aim was to systematically and critically evaluate the implementation of clinical DL in an effort to improve practice. Maintaining a practitioner inquiry methodology, this study investigated the development and delivery of a new DL module. Data collection consisted of documentary analysis of meetings, interviews with staff and students, student evaluations and analytics. Data analysis incorporated both quantitative and qualitative methods to triangulate the research findings. New competencies for academics emerged, including leadership and management. Barriers to staff progress included: ambiguity in roles, lack of leadership and unpreparedness for responsibilities, time, and workload. Student barriers included: time, fear, relevance of learning, isolation and increased autonomy. Explicit planning, organisational support and working within communities were requisite to create a ‘sustaining’ technology. This study contributes to educational practice on two levels. Firstly, by striving for rigour, it demonstrates that practitioner inquiry is a legitimate research approach that is accessible and valuable to teachers. Secondly, it adds to useful and applied knowledge concerning DL practice. Avoiding traditional workload assumptions that are erroneous and inaccurate, this study provides new models of organisational roles and responsibilities. The results challenge the evolutionary nature of academia, suggesting working in communities and new competencies are required whilst traditional roles and culture must be redefined. 

 

Keywords: Distance learning, clinical education, academic staff, competencies, communities

 

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An e‑Learning Team’s Life On and Offline: A Collaborative Self‑Ethnography in Postgraduate Education Development  pp33‑45

Alison Clapp

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Mobile Eye Tracking Methodology in Informal E‑Learning in Social Groups in Technology‑Enhanced Science Centres  pp46‑58

Rikke Magnussen, Maria Zachariassen, Nikita Kharlamov, Birger Larsen

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Moving Outside the Box: Researching e‑Learning in Disruptive Times  pp59‑69

Paula Charbonneau-Gowdy

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Workshops as a Research Methodology  pp70‑81

Rikke Ørngreen, Karin Levinsen

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Identifying Consistent Variables in a Heterogeneous Data Set: Evaluation of a Web‑Based Pre‑Course in Mathematics  pp82‑93

Katja Derr

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The E‑Learning Setting Circle: First Steps Toward Theory Development in E‑Learning Research  pp94‑104

Marco Rüth, Kai Kaspar

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