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Pedagogical and implementation models for e-learning continuing professional distance education (CPDE) emerging from action research

Nunes, J.M.B. and McPherson, M.A. (2002) Pedagogical and implementation models for e-learning continuing professional distance education (CPDE) emerging from action research. International Journal of Management Education, 2 (3). pp. 16-26. ISSN 1472-8117

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Abstract

This paper proposes a pedagogical model and a corresponding implementation model for postgraduate continuing professional distance education (CPDE) programme derived through action research. Both models were developed as the result of practice and research on an MA in Information Technology Management distance programme. The course itself originated in 1992 from research into the need to develop hybrid management skills for professionals in Information Technology (IT) and related areas. The MA in IT Management (ITM) has now been running for seven academic years and has been subject to continuous iterative development according to the results of a thorough evaluation process. This paper first describes the general philosophy of the programme and the corresponding pedagogical model. Having established this, the paper then presents and proposes an implementation model for its delivery.

Management is a domain where knowledge cannot be separated from the real world. Thus, meanings must be socially negotiated, learning activities should be authentic and learning should be an active and collaborative process. Therefore, the e-learning CPDE pedagogical model proposed here is based on a moderated constructivist philosophy, underpinned by a triangle of learner, his/her peers and the tutors. The instantiation of this pedagogical model required an iterative action research process that culminated with the implementation model proposed. This model is based on the need to incorporate extra components into the virtual class metaphor provided by current Virtual Learning Environments (VLE) and distance education models, that is, learner and tutor preparation components, as well as persistent and stable parallel social spaces and central administrative resources.

Item Type: Article
Academic Units: The University of Sheffield > Faculty of Social Sciences (Sheffield) > Information School (Sheffield)
Depositing User: Repository Officer
Date Deposited: 18 Jul 2006
Last Modified: 13 May 2009 18:47
Published Version: http://www.heacademy.ac.uk/business/publications/i...
Status: Published
Publisher: The Higher Education Academy
Refereed: Yes
URI: http://eprints.whiterose.ac.uk/id/eprint/1456

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