Current+Development+of+New+Zealand+E-Learning




 * In 2001 the Ministry of Education set up the [|E-Learning Advisory Group] to report on issues with the development of E-learning in the tertiary sector.


 * In 2002 The E-Learning Advisory Group produced a vision for E-Learning in New Zealand, //[|Highways]and Pathways: Exploring New Zealand’s E-Learning 0pportunities.// This identified a number of issues among them were the need for pedagogical foundations, adequate funding and infrastructure.


 * In 2004 the document //[|Taking the Next Step]: The Interim Tertiary E-Learning Framework was// released by the M.O.E. This demonstrated the Government’s plans for quality E-learning.


 * In 2006 this document was followed by //[|Enabling the 21st Century Learner]: An E-learning Action Plan for Schools 2006-2010//


 * Current E-Learning policy is in the [|ICT Strategic Framework for Action 2006 -2007]

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[|Nichols (2008)] found that E-learning success is conditional, and it seems that the conditions for e-learning are yet to be optimal in New Zealand institutions.

[|A report by Mitchell et al] (2005), as cited in [|Nichols (2008)] investigated e-learning adoption by academics in the polytechnic sector and found that the majority of e-learning use in the sector does not realise the potential that technology affords.

[|An Aotearoa Tertiary Students’] Association report (Renwick & Owen 2005, as cited in Nichols 2008) examined the effectiveness of student support systems for E-Learning in New Zealand. The report concluded that, overall, institutions provide pre-enrolment, orientation, social and personal, and technical support services that match student expectations and requirements.

[|A report by Hegarty and Penman] (2005), examined the role of staff development and IT efficacy on e-learning uptake. They found that most professional development activity for E-Learning adoption was “not adequate to assist staff to fully develop their capability and potential for E-Learning as they were mainly providing a beginning competency” (2005:2).

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