INCREMENTAL APPROACH TO DEVELOPING ELEARNING SKILLS FOR CREATIVE CRITICAL ANALYSIS

Why do we seek to engage in e-learning? Ideally we aim to promote three key points of access for our learners, to enable: 1. Individualisation - i.e. personalisation enabling and encouraging students to take more responsibility for, and control of, their own learning. 2. Flexibility - i.e. allowing and encouraging students to make choices in what, when and where to learn. Encouraging choice increases motivation and self-esteem amongst students. 3. Inclusiveness - i.e. facilitating access for groups who find it difficult to undertake the traditional learning model of set classes.. In most higher educational institutions there are a multitude of ways to start engaging with e-learning; but each builds upon the premise that we still engage learners on a traditional face to face basis in lectures, labs, tutorials etc. A series of recommended approaches for lecturers to engage with e-learning are explored in this work. Guiding the academic community in choosing how and when best to apply them, either individually or in combination. At the core of each is the fundamental drive to enable learners the opportunity to engage in critical analysis. The incremental development is supported by the 5 approaches that form the framework for the Creative Critical Analysis Model - the Transmission, Supplemental, Adaptive, Application and Reflective approaches are applied to the realm of e-learning. Each approach is demonstrated through a series of real life case studies identifying technological interventions, exploring the key pedagogical issues, dilemmas and positive affects for the learner and academic.