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dc.contributor.advisorKennedy, Mary
dc.contributor.advisorSochowski, Robert
dc.contributor.advisorMacGillivray, Alice
dc.contributor.authorMaitland, Jason
dc.date.accessioned2013-11-19T21:31:02Z
dc.date.available2013-11-19T21:31:02Z
dc.date.issued2013-11-19
dc.date.submitted2013
dc.identifier.urihttp://hdl.handle.net/10170/658
dc.description.abstractThis 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.en_US
dc.subjectblended learningen_US
dc.subjecte-learningen_US
dc.subjectpolicyen_US
dc.subjectpolytechnicen_US
dc.subjectpost-secondaryen_US
dc.titleThe institutional policy presence : from policy to practiceen_US
dc.degree.nameM.A. in Learning and Technologyen_US
dc.degree.levelMastersen_US
dc.degree.disciplineSchool of Education and Technologyen_US


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