Abstracts - Earli

A deliberative inquiry with experts in e-learning: Dispelling the mythsElaine Laflamme, McGill University, CanadaHeather Kanuka, Athabasca University, CanadaThis study builds on the results of a prior study where the aim was to determine how learningmanagement systems (e.g., WebCT, Moodle, FirstClass) change higher education learningexperiences. Findings from the prior study provided good data in regard to the categories of wherelearning management systems (referred to as simply e-learning) is impacting learning experiences(Laflamme & Kanuka, 2006). However, in the prior study there was a lack of consensus onwhether these changes were positively or negatively affecting the higher education learningexperience. The purpose of this study was to build on these results and determine if consensuscould be established through a deliberative inquiry with experts in the field of e-learning.Gathering data that establishes consensus and divergence of opinion can provide importantinformation which can, in turn, influence not only the implementation of e-learning practices, butalso policy development. The results of this study did not gain consensus on identified aspects ofe-learning technologies; rather, the participants took a critical realist perspective and establishedconsensus on the pervasive myths about e-learning technologies. Based on the data from thisstudy, we conclude that (1) we currently mythologize many aspects of both on-campus and offcampuslearning, and (2) consensus tends to be reached on non-consequential and/or low impactissues. The findings of this study, which reveals pervasive myths about e-learning, can help publicpolicymakers, higher education administrators, leaders, and teacher-practitioners make moreinformed decisions on the use of e-learning technologies in higher education, especially in regardto effective e-learning policy implementation and practice.Teaching approaches in higher education: The influence of personal and contextual factorsPeter Van Petegem, University of Antwerp, BelgiumAnn Stes, University of Antwerp, BelgiumVincent Donche, University of Antwerp, BelgiumFormer research (e.g. Calderhead & Robson, 1991) has shown the interrelatedness of conceptionsof teaching, approaches to teaching and teaching strategies. Recent studies also underline (e.g.Nevgi et al., 2004; Entwistle et al., 2003) the importance of studying teaching approaches in closerelationship with a variety of personal and contextual factors. From all this literature we deduct inthis paper a holistic framework that can contribute to a better theoretical understanding ofdifferences in teaching approaches in higher education. Two empirical studies, carried out in thecontext of higher education in Flanders, partially explored the presented framework and illustratepathways to deal with more complexity in studying teaching approaches. Research within theholistic model is also fruitful with regard to the topic of professional development of teachers: ithelps to put the ‘educational change’ for which the plea is made in actual training programmes,into a relational perspective.Internationally trained professionals research assistant program: Thinking outside the boxSnezana Ratkovic, Brock University, CanadaMichelle McGinn, Brock University, CanadaWith expansion at the postsecondary level due to increased numbers of students and graduateprograms at small Canadian universities, there is likely to be growth in research projectsconducted at those universities. Consequently, professors will also have a growing need forresearch assistance. Historically in Canada, the role of research assistant has been fulfilled by– 678 –