{"id":{"repo_id":"royalroads","oai_identifier":"oai:null:10170/658"},"canonical_url":"https://search.dev.ndltd.org/etd/royalroads/oai:null:10170/658","repository":{"repo_id":"royalroads","name":"Royal Roads University","base_url":"https://www.viurrspace.ca/server/oai/request"},"display":{"title":"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.","abstract_html":"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.","abstract_has_math":false,"creators":["Maitland, Jason"],"institution":null,"degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":["Kennedy, Mary","Sochowski, Robert","MacGillivray, Alice"],"committee_chairs":[],"committee_members":[],"year":2013,"date_issued":"2013-11-19","date_published":"2013-11-19","updated_at":"2026-08-21T22:21:56Z","subjects":["blended learning","e-learning","policy","polytechnic","post-secondary"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/10170/658","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"source_record":{"url":"https://www.viurrspace.ca/server/oai/request?verb=GetRecord&metadataPrefix=dim&identifier=oai%3Anull%3A10170%2F658","prefix":"dim"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Kennedy, Mary","Sochowski, Robert","MacGillivray, Alice"]},{"key":"dc:creator","label":"Author","values":["Maitland, Jason"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2013-11-19T21:31:02Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2013-11-19T21:31:02Z"]},{"key":"dc:date.issued","label":"Date","values":["2013-11-19"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["blended learning","e-learning","policy","polytechnic","post-secondary"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/10170/658"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["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."]},{"key":"dc:title","label":"Title","values":["The institutional policy presence : from policy to practice"]}]}],"canonical_facts":{"dc:contributor.advisor":["Kennedy, Mary","Sochowski, Robert","MacGillivray, Alice"],"dc:creator":["Maitland, Jason"],"dc:date.accessioned":["2013-11-19T21:31:02Z"],"dc:date.available":["2013-11-19T21:31:02Z"],"dc:date.issued":["2013-11-19"],"dc:description.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."],"dc:identifier.uri":["http://hdl.handle.net/10170/658"],"dc:subject":["blended learning","e-learning","policy","polytechnic","post-secondary"],"dc:title":["The institutional policy presence : from policy to practice"]},"updated_at":"2026-08-21T22:21:56Z"}