Running Head: E-LEARNING READINESS AUDIT 1

Assignment 2: E-Learning Readiness Audit of Humber College

ETEC520 – Managing Technologies in Higher Education

Marc Tavares, Marshall Hacker, Derek Wong, Vivien Kamhoua

University of British Columbia

Sunday, March 3, 2019

E-LEARNING READINESS AUDIT 2

Humber College

The institution we have chosen to assess for e-learning readiness is Humber College, a

polytechnic located in Toronto. Humber has an enrolment of 31,200 students in over 180 full-

time programs and also offers over 400 online continuing education courses (Humber, 2017b).

Humber is currently improving and adapting its current e-learning platforms to remain

competitive in digital learning environments. Humber’s Digital Learning Strategy outlines many

of the improvements and modifications it plans to implement in the near future to benefit both its

students and faculty. However, these strategic changes have not been fully implemented at the

time of this audit (Humber College, 2017a). Humber College’s Centre for Teaching and

Learning (CTL) is focused on improving accessibility for students, increasing support and

training for staff and faculty, and establishing industry partnerships (Humber, 2017a).

Description and explanation of the readiness tool

The readiness audit tool (Appendix A) we have chosen to use to analyze Humber College

has been adapted from the criteria laid out by Bates and Sangrà (2011) and Bullen (n.d.-c).

As part of their criteria, Bates & Sangrà (2011) recommend that institutions have a clear

rationale and strategy for implementing e-learning. Bates and Sangrà (2011) also argue that an

institution should have specific objectives for e-learning and should establish the necessary

resources to successfully achieve these objectives. Part of the planning process includes

identifying all the resources that are necessary for implementing e-learning in order to ensure

sustainability and cost-effectiveness. Our audit tool assesses if Humber has clear objectives and

action plans that contribute to its overall e-learning readiness.

E-LEARNING READINESS AUDIT 3

Cost and funding

Financial support and funding for e-learning is an important readiness factor and is included in

our audit tool. According to Bates & Sangrà (2011), there is no general agreement or

methodology on what counts as cost regarding technology integration, but identifying the main

drivers of technology integration is important for financial planning.

For an institution to ensure the sustainability of e-learning, it must track and monitor both

the cost and the benefits of using technology for teaching and learning. This process is facilitated

when the institution clearly identifies its goals and objectives for e-learning.

IT Infrastructures & Support

IT infrastructure is a key component of institutional readiness for e-learning since it

enables student, staff, and faculty access to the technology needed to support e-learning. Bates

and Sangrà (2011) state, “Information and communication technologies are not just merely

useful tools, but are integral components of all core activities of a modern university” (p.123).

Support is also an important function of IT departments, ensuring that the technology needed for

e-learning is working and used properly. Adapted from the Bates & Sangrà (2011) criteria, we

felt it was important to assess the technological infrastructure and resources available to all

stakeholders.

Organizational culture

An institution’s organizational culture can have a significant impact on the process of

implementing e-learning. Bates & Sangrà (2011) argue that organizational cultures protect an

institution from any changes that seem to conflict with its core mission and values. As a result,

changes that are not part of the institution’s mission are often perceived as a threat to its stability.

The entire institution needs to see the benefits of e-learning for teaching and learning in order for
E-LEARNING READINESS AUDIT 4

it to be successful. A culture that supports the transformative integration of technology into

teaching and learning is indispensable. Bates & Sangrà (2011) recommend that all instructors

are trained in the use of technology and teaching. Our audit tool attempts to assess if the

organizational culture at Humber can make e-learning successful.

Faculty & Learner Readiness

An efficient and effective use of e-learning requires contemporary methods of teaching

and learning. E-learning brings the challenge of teaching students from diverse backgrounds,

skills, abilities, and study preferences. As a result, in order to be sufficiently equipped and

prepared for e-learning, faculties in institutions must be up to date with teaching and learning

methods, and the theory of knowledge construction. Bates & Sangrà state, “Without a more

professional approach to the training of faculty in teaching and learning, technology is unlikely

to be used to its full potential” (p.186).

Besides the technical skills required to navigate an e-learning environment, the readiness

of learners also depends on skills such as an ability to work independently, self-motivation,

mature reading and writing skills, and a proactive approach to learning, as well as a positive

attitude about the learning experience in general (Kaminski & Currie, n.d.). Based on the

adapted criteria from Bates & Sangrà (2011), our audit investigates the resources available to

students and faculty that address these key elements of faculty and learner readiness.

Organizational Structure

Leadership can have a positive influence and impact on the use of e-learning in an

institution. Bates & Sangrà (2011) refer to these leaders as “champions” (p.71) and list them as

an important factor of e-learning readiness. Institutional structures should also be in place to

support and ensure the effective integration of technology across an entire institution. A clear
E-LEARNING READINESS AUDIT 5

picture of responsibilities and authority for decision making about technology integration must

be available. Our audit tool was used to assess the institutional structure, if e-learning is seen as

an academic activity, and where in the organization decisions about e-learning are made.

Assessment of Humber College’s E-learning Readiness

Cost and Funding

E-learning at Humber College is handled by the Centre for Teaching and Learning, which

is funded through the institution’s overall budget, consisting predominantly of revenue from

tuition and government grants. Our audit tool assessed if e-learning was a budget line item with

specifically allocated funds in the institutional budget for e-learning support, activities, and

initiatives. Unfortunately, this information was not publicly accessible. Consolidated financial

statements are publicly available, but do not break down separate departmental budgets and

initiatives (Humber College, 2018a).

Our audit tool revealed a lack of transparency surrounding the funding, allocation of

resources, and cost of e-learning. It was difficult to find information on institutional budgets for

Humber or the cost of teaching and learning related capital expenditures and their quantified

benefits. This could have a negative impact on the institution’s e-learning readiness since a solid

understanding of costs and benefits are needed to inform decisions (Bullen, n.d.-a). There was

also no available information on how investment in e-learning was being tied to the replacement

of existing practices, a recommendation that Bates & Sangrà (2011) make for effective financial

management.

IT infrastructure & Support

IT help desk support at Humber College is available by phone, e-mail, web chat, or in

person for students and staff who require assistance while on campus. The service is 24 hours a
E-LEARNING READINESS AUDIT 6

day, 7 days a week. However, if any staff, faculty, or students require drop-in support, it is only

available to them Monday to Friday from 7:30 am - 8:00 pm and 8:45 am to 4:15 pm during

weekends.

This appears to be one of the areas that Humber College is lacking in most. Many

international students/staff may not be able to seek help for urgent issues during those business

hours if they are in countries outside North America. Although there is support available from

the Open Learning centre, the hours are limited. If the issue is not urgent, students and staff are

able to email their question and receive responses in a timely manner the next day.

Humber College has effectively created an IT infrastructure that has well-rounded

support for all students, staff and faculty. They have support in both physical and digital spaces

with their only limitations being set by a drop-in schedule.

Organizational Culture

Community colleges in Ontario have traditionally been viewed as alternatives to

university that focus on vocational skills to prepare students for the workplace; however,

colleges have been experiencing a shift towards a research culture similar to universities

(Fleming, 2008).

Humber demonstrated its commitment to developing its academic culture in 2014 when it

hired its Senior VP, Academic to focus on academic planning (Humber Communique, 2014),

followed by the formation of its Scholarship of Teaching and Learning (Humber Communique,

2015). In 2018, Humber announced a restructuring of its academic programs that would see its

schools being renamed to Faculties (Humber Communique, 2019). The increasing collegial

culture has the potential to clash with the existing managerial culture since e-learning is

centralized and not embedded into the faculties (Bullen, 2006; Bullen, n.d.-b). According to
E-LEARNING READINESS AUDIT 7

Bullen (2006), centralized e-learning support departments should have solid relationships with

senior academic decision makers such as Deans. Although the CTL has done a great job of

focusing on faculty relationships and resources for faculty members, it was difficult to obtain

evidence on how closely integrated the CTL is with senior academic decision makers and

whether they work with Deans to meet the e-learning objectives of their schools, necessary

criteria to help reduce the risk of a cultural clash (Bullen, 2006; Bullen, n.d.-b).

Bates & Sangrà (2011) argue that faculty need to be trained in teaching as a way of

strengthening organizational culture. Our audit revealed that Humber offers several opportunities

through the professional development division of its CTL. For example, faculty members can

obtain a teaching effectiveness certificate by attending a class delivered on Saturdays for a period

of 10-15 weeks (Humber College, 2018). The institution also offers a Teaching Innovation Fund,

which includes $1,200.00, for faculty that would like to complete a research project based on a

teaching and learning question (Humber College, The Centre for Teaching and Learning, 2018).

Other certificates, programs, and workshops also exist for faculty to develop their teaching and

educational technology skills; however, the majority of Humber faculty are sessional and spend

limited time on campus or work at multiple institutions, making attendance at professional

development opportunities challenging.

The issue of academic freedom is also relevant since it is important that faculty members

feel they have control over the teaching process in order for e-learning to be successful (Bullen,

2006). It was a key sticking point in the 2017 Ontario college faculty strike that kept students

out of class for 5 weeks (Ghebreslassie, 2017). OPSEU, the union representing Ontario college

faculty, argued in its Academic Freedom Report that faculty have little authority over how and

when online learning is used, and are required to put courses online even if they do not
E-LEARNING READINESS AUDIT 8

professionally agree with the decision (OPSEU College Faculty, 2014). They also argue that

faculty are not given sufficient resources and time to develop online courses.

Our audit revealed that Humber still lacks a clear academic freedom policy that addresses

e-learning. This can seriously compromise Humber’s e-learning readiness since the lack of a

policy may contribute to a growing resistance toward e-learning (Bullen, 2006) or prevent it

from being “a part of the fabric of faculty” (p.175) as Bullen (2006) recommends.

Faculty & Learner Readiness

The Centre for Teaching and Learning at Humber College provides teaching and learning

support and development opportunities for staff, students, and administration both on and off

campus (Humber College, The Centre for Teaching & Learning, 2018).

Humber College appears to be ready to face the challenges of e-learning, demonstrated in

the opportunities that the CTL provides for staff and faculty. The CTL offers workshops, one-on-

one sessions, and webinars for staff to attend in order to improve their teaching practice and

develop their skills using newer technologies (Humber College, The Centre for Teaching and

Learning, 2018). Faculty with minimal experience using technology or teaching online have the

opportunity to seek support for technical issues (Humber College, n.d.-b).

Support for online courses at Humber and its Blackboard LMS are handled by the Open

Learning Centre (OLC). The OLC provides training workshops in-person or online and offer

technical support through phone, e-mail, live chat. Drop-in support and computers are available,

but hours are limited to 8:30 am to 8:00 pm during the week and 9:00 am – 5:00 pm on

weekends (Humber College, n.d.-c).

Our audit tool’s assessment of Humber faculty and learner readiness indicates that

Humber is prepared for e-learning. Pedagogical support resources in the form of faculty
E-LEARNING READINESS AUDIT 9

presentations, workshops and Communities of Practice have provided faculty members with a

wide variety of collaborative methods to share and develop new pedagogical practices. In regards

to student centered needs of learning, the ongoing development of their interactive classrooms

and Open Learning Centre have contributed to a physical and digital environment that facilitates

e-Learning success. Ongoing professional development opportunities and grants such as the

Teaching Innovation Fund demonstrate a commitment to teaching and learning.

Learner readiness, however, is a difficult task to manage as students are arriving from

many areas of the world with different fundamental understandings of e-learning and technology.

Humber, however, has prepared a variety of methods for workshops, training and learning

opportunities for staff, faculty and students to improve upon their practices within e-learning.

Planning

Humber presents its vision and rationale for e-learning through its Digital Learning

Strategy, which was developed by its Centre for Teaching and Learning, Program Planning and

Development department, and Information Technology Services department (Vision 2020). The

motivation behind the digital learning strategy was to guide the creation of

an environment for students and faculty where technology is integrated into teaching and

learning through mobile and ubiquitous learning (Humber College, 2017a).

Our audit tool assessed if e-learning and digital tools are tied to student learning

outcomes (David, Little, & Stewart, 2014). This was not explicit in the institution’s digital

learning strategy since the strategy focused more on high-level institutional objectives for

technology. Bates & Sangrà (2011) recommend that academic plans should align with e-learning

plans. Although Humber’s digital learning strategy was released a year before its academic plan,

the development and support of e-learning is listed as a top academic goal (Humber, 2016) and
E-LEARNING READINESS AUDIT 10

its digital learning strategy is published through the Senior VP, Academic, indicating that both

are aligned.

Organizational Structure

Support for e-learning at Humber is handled through a centralized Centre for Teaching

and Learning that services all of the college’s schools and departments. The CTL is comprised of

a professional development department, e-learning department, and a scholarship of teaching and

learning, each led by its own director (Humber College, n.d.-a). The eLearning division

comprises one half of the CTL and is responsible for the instructional support studio, the open

learning centre, and all online course development, maintenance, and management (Humber

College, Centre for Teaching and Learning, 2018). It is staffed by media and instructional

designers, support specialists, web developers, and coordinators.

Our audit revealed that e-learning at Humber is positioned on the academic side of the

organization. The Directors of the CTL report alongside Deans of all Humber schools and the

Dean of Program, Planning, Development, and Review department, to the Associate VP,

Academic. The Associate VP, Academic reports to the Senior VP, Academic, a senior leader

that reports directly to the President and CEO of the college. The organizational structure

suggests that the CTL is positioned to collaborate with Deans and the PPDR department to

deliver curriculum. In addition, having e-learning in the portfolio of the Senior VP, Academic

suggests that it is an institutional priority that should align with academic and strategic

plans. Although having e-learning in the portfolio of a senior administrator “sends a strong

message” (Bullen, n.d.-a, para.3), the Senior VP, Academic oversees over 10 Deans and schools,

making it difficult to focus a lot of time specifically on e-learning (Bullen, n.d.-a).

E-LEARNING READINESS AUDIT 11

Our audit determined that Humber has what Bates & Sangrà (2011) refer to in their

criteria as “champions” (p.71) which are those with power and influence that recognize the

importance of technology. These “champions” are the members of the Academic and

Educational Technology committee, a governing body for e-learning that is co-chaired by a Dean

and IT Director, and whose membership consists of deans, directors, managers, and faculty. The

committee makes formal recommendations to a steering committee chaired by the CIO and

Associate VP, Academic that reports directly to the executive team. The diverse academic, IT,

administrative, and faculty representation on the committee aligns with the Bates & Sangrà

(2011) belief that governance should “enable both the needs of the institution as a whole and the

needs of the many end users to be accommodated” (p.124). It also allows curricular goals and

the needs of students to be considered by the administrators that will help establish the

environment needed to achieve them (Davis, Little, & Stewart, 2014).

Although organizational charts and hierarchy can suggest how decisions are made, Bates

& Sangrà (2011) argue that clear governance structure and knowledge of decision-making

authority are more important. The clear governance structure for e-learning as demonstrated by

the AETC helps support Humber’s overall readiness for e-learning.

Discussion on the overall e-learning readiness of Humber College

The results of our audit indicate that overall, Humber College is ready for e-learning.

Faculty and learner readiness proved the most successful as a result of the abundance of support

resources and training opportunities available through the Centre for Teaching and Learning.

Organizational structure also supports e-learning readiness, since it exists as an academic

function of the institution and is supported by a diverse representation of “champions” including

administrative executives. Humber’s financial readiness for e-learning was less clear since
E-LEARNING READINESS AUDIT 12

financial information and budgets were not publicly available, impacting transparency.

Recommendations

The effective implementation of e-learning requires that an e-learning strategic plan is

aligned with the institutional strategic plan (Bates & Sangrà, 2011). Humber has released its

2018-2023 strategic plan, but has not yet released its new digital learning plan. An integration of

the e-learning strategy into Humber’s strategic plan would contribute to ensuring that the

strategic directions for e-learning permeate through the whole institution, reducing the chance of

a clash between faculties and administrators. Humber also needs to ensure that all faculty are

aware of their roles in e-learning and that academic freedom policies are updated to reflect this.

Humber provides ample support to its stakeholders related to the knowledge and skills necessary

for e-learning. However, a strategy to increase the participation of faculty, especially part-time

and sessional, and administrators can contribute to “selling” e-learning and therefore facilitate its

implementation.
E-LEARNING READINESS AUDIT 13

References

Bates, A.W. & Sangrà, A. (2011). Managing Technology in Higher Education: Strategies for

Transforming Teaching & Learning. San Francisco: Jossey Bass.

Bullen, M. (n.d.-a). 2.1 – Costs & Funding. In ETEC520 - Planning and Managing Technologies

in Higher Education. [Lesson] Retrieved from http://blogs.ubc.ca/etec5202015/unit-

2/unit-3-funding-strategies/

Bullen, M. (n.d.-b). 2.4 – The impact of organizational culture. In ETEC520 - Planning and

Managing Technologies in Higher Education. [Lesson] Retrieved from

http://blogs.ubc.ca/etec5202015/unit-2/criteria/

Bullen, M. (n.d.-c). 2.8 – Assessing Readiness for E-Learning. In ETEC520 - Planning and

Managing Technologies in Higher Education. [Lesson] Retrieved from

http://blogs.ubc.ca/etec5202015/unit-2/unit-3-overcoming-the-barriers-2/

Bullen, M. (n.d.-d). 3.2 – Organizational Structure & Governance. In ETEC520 - Planning and

Managing Technologies in Higher Education. [Lesson] Retrieved from

http://blogs.ubc.ca/etec5202015/unit-3/unit-4-organizational-strategies/

Bullen, M. (2006). When worlds collide: Project management and the collegial culture. In B.

Pasian & G. Woodill (Eds.), Plan to learn: Case studies in eLearning project

management (pp. 169 – 176). Retrieved from

https://www.dropbox.com/s/bh4tx3f1ay7ho8j/

plantolearn.pdf?dl=0

Davis, A., Little, P., & Stewart, B. (2014). Developing an infrastructure for online learning. In T.

Anderson (Ed.), The theory and practice of online learning (pp.121-142). Edmonton, AB:

AU Press.
E-LEARNING READINESS AUDIT 14

Fleming, T. (2008). Making the leap? Transformative Processes, Academic Freedom and

Engendering a Research Culture in Ontario Colleges and Small Teaching-Centered

Universities. The Public Sector Innovation Journal, 13 (2). Retrieved from

http://innovation.cc/peer-reviewed/fleming2make_leap6.pdf

Ghebreslassie, M. (2017, October 16). Why Ontario college faculty members are on strike.

Retrieved from https://www.cbc.ca/news/canada/toronto/ontario-colleges-strike-

1.4356471

Humber College. (n.d.-a). The centre for teaching and learning. Retrieved from

http://www.humber.ca/centreforteachingandlearning/contact.html

Humber College. (n.d.-b). The centre for teaching and learning: Contact us. Retrieved from

http://www.humber.ca/centreforteachingandlearning/contact.html

Humber College. (n.d.-c). The Open Learning Centre (OLC). Retrieved from

http://www.humberonline.ca/support/open-learning-centre

Humber College. (2016). 2016 – 2021 Academic Plan. Retrieved from https://humber.ca/about-

humber/corporate-info/publications/files/humber-academic-plan-summary.pdf

Humber College. (2017a). Digital Learning Strategy Vision 2020. Retrieved from

http://humber.ca/svpa/wp-content/uploads/2017/02/Digital-Learning-Strategy.pdf

Humber College. (2017b). Quick Facts 2017/2018. Retrieved from https://humber.ca/about-

humber/corporate-info/publications/files/humber-quick-facts-fall-2017.pdf

Humber College. (2018a). Consolidated Financial Statements. Retrieved from

https://humber.ca/about-humber/corporate-info/publications/files/humber-annual-report-

consolidated-financial-statements-17-18.pdf
E-LEARNING READINESS AUDIT 15

Humber College. (2018b). 2018-2023 Strategic Plan. Retrieved from https://humber.ca/strategic-

plan/assets/documents/2018-2023-strategic-plan-complete-accessible.pdf

Humber College, The Centre for Teaching and Learning. (2018). Faculty Handbook 2018/2019.

Retrieved from http://humber.ca/centreforteachingandlearning/assets/files/

pdfs/FacultyHandbooks/2018-19_faculty_handbook_online.pdf

Humber Communique. (2014). Humber welcomes new Senior Vice-President, Academic, Laurie

Rancourt. Retrieved from https://humber.ca/staff/announcement/humber-welcomes-new-

senior-vice-president-academic-laurie-rancourt

Humber Communique. (2015). Dr. Heidi Marsh, Director, Scholarship of Teaching & Learning.

Retrieved from https://humber.ca/staff/announcement/dr-heidi-marsh-director-

scholarship-teaching-learning

Humber Communique. (2019). New Humber faculty name announcement. Retrieved from

https://humber.ca/staff/announcement/new-humber-faculty-name-announcement

Kaminski, J. & Currie, S. (n.d.). Planning your Online Course. Education for a Digital World.

(pp.191-211). Retrieved from http://www.colfinder.org/materials/Education

_for_a_Digital_World/Education_for_a_Digital_World_part2.pdf

OPSEU College Faculty. (2014). Academic freedom in the colleges: Why it matters to you.

Retrieved from https://opseu.org/sites/default/files/academic-freedom-reportcaata.pdf

E-LEARNING READINESS AUDIT 16

Appendix A

IT Infrastructure & Support

Support resources are available to remote or distance education students through phone, email, or
online chat.

Strongly Disagree Disagree NeutralAgree Strongly Agree

Support is available 7 days a week with flexible hours.

Strongly Disagree Disagree Neutral Agree Strongly Agree

Dedicated technical support is available for LMS issues.

Strongly Disagree Disagree Neutral Agree Strongly Agree

Drop-in support is available for students, staff, and faculty on-campus.

Strongly Disagree Disagree Neutral Agree Strongly Agree

Hardware and software is available to staff and faculty if needed for working off-campus.

Strongly Disagree Disagree Neutral Agree Strongly Agree

Open computer labs are available on-demand.

Strongly Disagree Disagree Neutral Agree Strongly Agree

Funding & Financial Support

e-Learning receives consistent funding.

Strongly Disagree Disagree Neutral Agree Strongly Agree

The institution makes its annual budgets publicly available and accessible.

Strongly Disagree Disagree Neutral Agree Strongly Agree

E-LEARNING READINESS AUDIT 17

Funds are specifically allocated for e-learning and educational technology in the budget.

Strongly Disagree Disagree Neutral Agree Strongly Agree

E-learning funding is tied to clear goals, objectives, or strategy (Bates & Sangra, 2011)

Strongly Disagree Disagree Neutral Agree Strongly Agree

E-learning funding is used to improve or replace existing practices (Bates & Sangra, 2011)

Strongly Disagree Disagree Neutral Agree Strongly Agree

The benefits of e-learning are tracked against the cost of implementation (Bates & Sangra, 2011)

Strongly Disagree Disagree Neutral Agree Strongly Agree

Faculty & Learner Readiness

Financial resources and grants are available for faculty for e-learning projects or innovative
teaching.

Strongly Disagree Disagree Neutral Agree Strongly Agree

Pedagogical support resources are available for faculty that wish to develop their teaching skills.

Strongly Disagree Disagree Neutral Agree Strongly Agree

There are professional development and training opportunities that focus on the scholarship of
teaching and learning.

Strongly Disagree Disagree Neutral Agree Strongly Agree

There are frequent opportunities for professional development, training, and workshops that for
all faculty, regardless of status, that focus on technology-enabled teaching.

Strongly Disagree Disagree Neutral Agree Strongly Agree

The institution provides training and professional development opportunities for management
that deal with e-learning and educational technology decision making (Bates & Sangra, Bullen,
2019)
E-LEARNING READINESS AUDIT 18

Strongly Disagree Disagree Neutral Agree Strongly Agree

Faculty and academic staff have dedicated access to LMS phone and email support from early
mornings to late evenings.

Strongly Disagree Disagree Neutral Agree Strongly Agree

Technology and LMS support resources are available to remote or distance education students
through phone, email, or online chat.

Strongly Disagree Disagree Neutral Agree Strongly Agree

Drop-in centres are available for students requiring extra support with the LMS and their course
websites.

Strongly Disagree Disagree Neutral Agree Strongly Agree

Academic advisors are available to help and consult students on their courses.

Strongly Disagree Disagree Neutral Agree Strongly Agree

Workshops, training, and learning opportunities exist for students requiring extra support with
their technology.

Strongly Disagree Disagree Neutral Agree Strongly Agree

Organizational Structure

e-learning planning is situated on the academic side of the institution with managers and
directors reporting to academic leadership.

Strongly Disagree Disagree Neutral Agree Strongly Agree

e-learning has centralized support that reports to senior academic administration.

Strongly Disagree Disagree Neutral Agree Strongly Agree

There are staff and faculty leaders that promote e-learning and its importance to the institution.
E-LEARNING READINESS AUDIT 19

Strongly Disagree Disagree Neutral Agree Strongly Agree

Academic leadership and faculty are included in e-learning decision making.

Strongly Disagree Disagree Neutral Agree Strongly Agree

There is a governance body that deals with current e-learning issues, explores innovation and
emerging facets of e-learning, and re-assess overall e-learning vision or strategy periodically
(Davis, Little, & Stewart, 2014)

Strongly Disagree Disagree Neutral Agree Strongly Agree

A governance body or e-learning committee has diverse representation from various academic,
administrative, and technical stakeholders.

Strongly Disagree Disagree Neutral Agree Strongly Agree

Stakeholders at all levels and the community as a whole are consistently kept up to date on e-
learning.

Strongly Disagree Disagree Neutral Agree Strongly Agree

Grants and financial resources are available to faculty or staff.

Strongly Disagree Disagree Neutral Agree Strongly Agree

Organizational Culture

Faculty, administration, and support staff have an understanding of curriculum goals and student
needs (Davis, Little, & Stewart, 2014).

Strongly Disagree Disagree Neutral Agree Strongly Agree

Stakeholders welcome change and are willing to adapt to changes in curriculum, technology, and
e-learning (Davis, Little, & Stewart, 2014).

Strongly Disagree Disagree Neutral Agree Strongly Agree

E-LEARNING READINESS AUDIT 20

Professional Development and training opportunities are available for all faculty regardless of
employment status.

Strongly Disagree Disagree Neutral Agree Strongly Agree

The school has a clear and accessible policy for Academic Freedom.

Strongly Disagree Disagree Neutral Agree Strongly Agree

The policy for Academic Freedom addresses e-learning.

Strongly Disagree Disagree Neutral Agree Strongly Agree

Planning

The institution’s academic or strategic plan details a vision and goals for e-learning.

Strongly Disagree Disagree Neutral Agree Strongly Agree

E-learning and digital tools are closely tied to student learning outcomes (Davis, Little, &
Stewart, 2014).

Strongly Disagree Disagree Neutral Agree Strongly Agree

E-learning projects are first introduced through pilots with detailed assessment and evaluation at
the end of the pilot period (Davis, Little, & Stewart, 2014)

Strongly Disagree Disagree Neutral Agree Strongly Agree