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Purpose |!|#8211; The purpose of this paper is to discuss and demonstrate the relevance of a new conceptual framework for leading and managing the development of learning and teaching to e.learning strategy development. Design/methodology/approach |!|#8211; After reviewing and discussing the research literature on e.learning in higher education institutions from 2000 to 2010 to identify the issues associated with leading and managing the development, implementation and evaluation of e.learning, the paper describes and makes an argument for how a new conceptual framework for leading and managing the development of learning and teaching in higher education, developed and reported elsewhere (Marshall et al.), might be used to guide the development, implementation and evaluation of e.learning strategy. Findings |!|#8211; While subject to the limitations of all conceptual/analytical frameworks, it is argued that this new conceptual framework is able to first alert those with the responsibility for the development of e.learning to many of the critical issues identified in the research literature as being associated with its development, implementation and evaluation, and second, assist in conducting and developing the multi-dimensional SWOT analyses and strategies necessary to guide the development, implementation and evaluation of e.learning. Originality/value |!|#8211; This is the first paper to demonstrate the applicability of Marshall et al.|!|#39;s new conceptual framework for leading and managing the development of learning and teaching to the development, implementation and evaluation of e.learning strategy. [ABSTRACT FROM AUTHOR]

The article presents a research paper which aims to explain the potential of Web 2.0 and its knowledge system or episteme to counter the transcultural learning zones in higher education in the context of internationalisation and massification. The study shows how non-foundational method of Web 2.0 provides capacity in constructing postcolonial transcultural learning zones that are open to knowledge discourse and systems. Results of the study show that socially oriented episteme of Web 2.0 allow educators to construct postcolonial transcultural learning zones in which privilege in knowledge system or discourse is not inherent.

Purpose - This paper seeks to propose a collaborative process for evaluating, piloting and selecting, new and emerging educational technologies. It aims to promote discussion about how such an evaluative process can be inclusive of interdisciplinary stakeholders and envision the actual application of these technologies in real teaching and learning contexts across disciplines. Design/methodology/approach - The methodology applied in the piloting and evaluation of new educational technologies involves the design and identification of learning activities, the development of evaluation criteria which map to the goals of the learning activities and stakeholders'' needs, and the incorporation of the technology-enabled activities into the total course design. Findings - Evaluation methodologies that involve interdisciplinary stakeholders collaborating on a software pilot expose participants to multiple perspectives and divergent views. The evaluation of new educational technologies within a teaching and learning context is more effective in exposing the benefits and weaknesses of the technology than a conventional software pilot. Research limitations/implications - The new educational technologies evaluation methodology proposed in this paper has only been fully applied in three product pilots and is still in its developmental stage. The research is limited to the evaluation of educational software, not the implementation of new educational technologies. Practical implications - The re-iterative and time-consuming process of piloting and evaluating new educational technologies within a course context is one in which academics require pedagogical, technological and administrative support. This paper presents a methodology that ensures each of these varieties of support is included. Originality/value - With the rapid expansion of new, sometimes costly educational technologies, universities can benefit from employing evaluation techniques based within an educational context, and ensure that their investments in these tools make an effective contribution to the enhancement of teaching and learning. [ABSTRACT FROM AUTHOR]

Purpose - This paper aims to provide context for papers in this special issue on Australasian e-learning. The paper aims to examine the background to Australian flexible and transnational education and to evaluate the educational and intuitional flexibility of three typical products of the Australian educational software industry. Design/methodology/approach - The history of Australian distance education is summarised and drivers for flexible education are presented. A model of flexible educational software is introduced with three dimensions: educational, institutional and support/training. Three educational software products are informally reviewed using this model to establish that the current generation of Australian educational software offers significant educational and institutional flexibility. Findings - The three examples of Australian educational software rate highly in both educational and institutional flexibility and also offer excellent support. Research limitations/implications - The existence of hot spots of educational technology innovation in relatively isolated areas such as Perth and Tasmania warrants further investigation. Practical implications - The Australian educational software industry produces extremely flexible products with excellent support that are worthy of consideration by international customers. Policy makers in Australia are alerted that current policies in ICT off shoring and the Australian Research Quality Framework (equivalent to the British Research Assessment Exercise) may threaten this industry, which contributes to sizable exports in transnational education. Originality/value - The paper brings the flexible nature of Australian educational software to light for an international audience. [ABSTRACT FROM AUTHOR]

Purpose - This paper aims to investigate the influence of professional and academic identities in online teaching practices in higher education. Design/methodology/approach - This paper draws on data from a longitudinal study of five professional degree academics teaching subjects in nursing, teaching, engineering, allied health sciences, and journalism (here a "subject" refers to a course or unit which is usually undertaken over a semester and forms a part of a larger degree program). The research utilises community of practice as a social theory of learning, and the construct of identity, to better understand the connection between academic teachers' pedagogical beliefs and their teaching practices in a web-enhanced learning setting. The authors contend that lecturers' online teaching practices are mediated by their continually negotiated identities as members of multiple communities of practice. Findings - This research has found that the professional degree lecturers intentionally utilised the available technologies and tools to enact pedagogical strategies in ways that enabled them to manage the integrity of their occasionally conflicting identities as educators, professional practitioners and institutional employees. Originality/value - This research goes beyond the assumption that past experiences flavour teachers' pedagogical styles. A lecturer continually negotiates and maintains multiple identities where each represents a fundamental understanding of the world and can sometimes be at odds with one-another. This study has revealed how educational technologies have mediated the gap between the multiple identities held by teaching academics and been used as a bridging mechanism to connect beliefs with practice. [ABSTRACT FROM AUTHOR]