{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2025,11,14]],"date-time":"2025-11-14T10:29:58Z","timestamp":1763116198131,"version":"3.41.2"},"reference-count":51,"publisher":"Emerald","issue":"2","license":[{"start":{"date-parts":[[2006,5,1]],"date-time":"2006-05-01T00:00:00Z","timestamp":1146441600000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/www.emerald.com\/insight\/site-policies"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":[],"published-print":{"date-parts":[[2006,5,1]]},"abstract":"<jats:p>E\u2010learning offers many exciting opportunities for supporting a wide range of students to learn more effectively, but it has also created significant challenges for academic staff who feel increasingly strained to rethink teaching methodologies. This article seeks to explore the main barriers faced by academics in incorporating technology into their teaching and goes on to offer guidance and practical tips for a more successful and learner\u2010centred approach informed by the authors\u2019 own e\u2010learning research, relevant publications and reflective analysis of their own practice. Awareness is also raised regarding survey findings and discussions with academics that confirm that successful implementation of an e\u2010learning strategy across an institution depends primarily on senior management\u2019s recognition of the wide range of pedagogical, managerial and technological support needs of teaching staff and the workload implications if new student needs are to be met effectively. It is argued, furthermore, that institutions will only be in the position to draw on established benefits of teaching technologies if staff development programmes are redesigned to incorporate emerging technologies and electronic resources and show how these may be mapped on to pedagogical approaches. The paper aims to demonstrate how the lessons learnt have been applied to date and describes the ongoing activities in making the e\u2010learning vision a reality at Napier University. As such, the work has a predominately UK focus, rather than attempting to cover a wide range of international practice.<\/jats:p>","DOI":"10.1108\/17415650680000056","type":"journal-article","created":{"date-parts":[[2010,6,5]],"date-time":"2010-06-05T07:15:29Z","timestamp":1275722129000},"page":"101-111","source":"Crossref","is-referenced-by-count":5,"title":["E\u2010learning: vision to reality"],"prefix":"10.1108","volume":"3","author":[{"given":"Christina","family":"Mainka","sequence":"first","affiliation":[]},{"given":"Angela","family":"Benzies","sequence":"additional","affiliation":[]}],"member":"140","reference":[{"volume-title":"Education Guardian","year":"2005","author":"Adenekan S.","key":"p_1"},{"volume-title":"Higher Education Program and Policy Council","year":"2000","author":"American Federation of Teachers","key":"p_2"},{"volume-title":"School of Engineering","year":"2005","author":"Benzies A.","key":"p_3"},{"volume-title":"(editors","year":"1998","author":"Bonk C.J.","key":"p_4"},{"key":"p_5","doi-asserted-by":"publisher","DOI":"10.1080\/0268051022000048237"},{"volume-title":"TechLearn Senior Management Briefing on Online Tutoring","year":"2002","author":"Brown S.","key":"p_6"},{"issue":"2","key":"p_7","first-page":"1","volume":"1","author":"Carroll J.","year":"2005","journal-title":"Brookes eJournal of Learning and Teaching"},{"volume-title":"Online Journal of Distance Learning Administration","year":"2005","author":"Cavanaugh J.","key":"p_8"},{"volume-title":"Final Report.","year":"2002","author":"Center for Academic Transformation Course Redesign Project","key":"p_9"},{"volume-title":"Rubric for Online Instruction","year":"2003","author":"California State University at Chico","key":"p_10"},{"volume-title":"Education Guardian","year":"2006","author":"Davitt J.","key":"p_11"},{"key":"p_12","volume-title":"EDUCAUSE Quarterly","volume":"28","author":"Dede C.","year":"2005"},{"key":"p_13","unstructured":"Department for Education and Skills (DfES) (2005) ELearning Strategy: Harnessing Technology, Available at http:\/\/www.dfes.gov.uk\/publications\/e-strategy\/ (Retrieved April, 2005)."},{"key":"p_14","unstructured":"Edgehill (2005) The SOLSTICE Project, Available at http:\/\/www.edgehill.ac.uk\/Sites\/SOLSTICE\/ (Retrieved January 2006)."},{"volume-title":"The","year":"2005","author":"Educational Institute of Scotland Further and Higher Education","key":"p_15"},{"volume-title":"DG Education & Culture.","year":"2004","author":"European Commission","key":"p_16"},{"volume-title":"Online education: Perspectives on a new environment","year":"1990","author":"Harasim L.","key":"p_17"},{"volume-title":"Elearning strategy document","year":"2005","author":"Higher Education Funding Council for England (HEFCE)","key":"p_18"},{"key":"p_19","unstructured":"JISC BioScience Imagebank (2006) Available at http:\/\/bio.ltsn.ac.uk\/imagebank\/ (Retrieved May 2006)."},{"volume-title":"MLE Landscape Survey.","year":"2003","author":"JISC\/University Colleges and Information Systems Association, (UCISA)","key":"p_20"},{"volume-title":"Effective Practice with e-Learning: A good practice guide in designing for e-learning. 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