Please use this identifier to cite or link to this item: http://hdl.handle.net/2381/9867
Title: Evidence-based practice and e-learning in Higher Education: can we and should we?
Authors: Oliver, Martin
Conole, Gráinne
First Published: 2003
Publisher: Routledge (Taylor & Francis)
Citation: Research Papers in Education, 2003, 18(4), pp. 385–397.
Abstract: Policy makers are increasingly looking to evidence-based practice as a means of ensuring accountability and validity in education and more recently in e-learning. In this paper, the origins of evidence-based practice are reviewed, and considered in relation to the emergence of e-learning as an area of policy, research and practice. The close links between these three activities within e-learning are described, and a critique is presented that raises methodological, epistemological and moral questions about this approach. This analysis identifies a number of implications for e-learning, including the problems facing practitioner-researchers working on project funding and the potentially distorting effect of e-learning policy on research in this field. Possible alternative approaches are suggested, advocating a more inclusive conception of evidence-based practice in which any single model (such as the hierarchy of evidence developed within medicine) is prevented from dominating evaluation by explicitly adopting a commitment to inclusivity and empowerment within evaluation and research.
DOI Link: 10.1080/0267152032000176873
ISSN: 0267-1522
eISSN: 1470-1146
Links: http://www.tandf.co.uk/journals/rred
http://hdl.handle.net/2381/9867
Type: Article
Rights: © 2003 Taylor & Francis Ltd.
Description: No full text available from the Leicester Research Archive (LRA).
Appears in Collections:Published Articles, Beyond Distance Research Alliance

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