The institutional policy presence : from policy to practice

Abstract

This inquiry explored the effect of policy on faculty practice and pedagogy in e-learning in higher education. This study was framed by descriptive policy analysis which would lead to a better understanding of the way policies work - or do not work. It sought to identify the effect of educational/administrative policy by triangulating policy directives and their effect on faculty practice. The descriptive case study method was used to tell the story of the faculty who teach using e-learning. Qualitative data were gathered through on-site interviews, document analysis and a survey questionnaire. There was a blend of forced-choice and open-ended questions which were later thematically analyzed. The findings indicated that policy is viewed by teaching faculty as being important to move e-learning/blended learning toward an institutional strategic plan or vision and those policies affect e-learning teaching practice. As well, the findings in this study suggested overall low diffusion of policy for e-learning/blended learning within this case study. The findings also suggested that policy, or lack thereof, had an affect on teaching practice in e-learning/blended learning. The study concludes with recommendations for future research.