Project overview

Project overview

The eLearning guidelines

The eLearning guidelines (eLg) have been developed to assist the tertiary sector in its engagement with eLearning.  The guidelines are intended to support learners, teachers, managers, organisational leaders and quality assurance bodies and offer thoughtful prompts when considering technology supported teaching and learning. Many people have been involved in the development of the guidelines and while their expertise has been vital they have also made working on the project intellectually vibrant and satisfying.


This new release of the eLg is founded on the first release of the guidelines in 2005. The original project to develop the eLg was funded by the Tertiary Education Commission and led by AUT University and Massey University. The guidelines provided a framework for integrating diverse pedagogies, guiding professional practice, enhancing quality, and bringing coherence to the delivery of eTeaching and eLearning. A 2011 review by Dr Andrew Higgins of AUT University indicated that while the eLg proved useful to initial users, they were in need of an update to consider newer technologies such as social media that have allowed for an increased use of online learning.

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Re-launch and refresh

In 2012 an Ako Aotearoa-funded project to update the guidelines was commenced, led by New Zealand Tertiary College. Each stage of the project was informed by the eLg Reference Group, and involved reviewing, updating and refreshing the original guidelines, as well as the addition of further perspectives (namely organisational leader and quality assurance bodies). The draft guidelines were shared regularly with the eLg Reference Group comprised of members of the Tertiary eLearning Reference Group, New Zealand tertiary academics working in the field as well as input from overseas members.  The full membership list can be found HERE. The intention of the project is to enhance the guidelines’ usability and accessibility; align them with international standards and initiatives; develop supporting resources; and promote use of the eLearning guidelines.

The available literature contains a wealth of effective practice which was analysed in conjunction with the existing guidelines in order to draft an initial set of prompts, which took into account principles from Ministry of Education documents and the New Zealand context.

Additional resources

Input was also sought from the eLg Reference Group for useful resources for further reading which are provided with each perspective.  Such resources had to be post 2009 and available freely in soft copy.  This approach precluded publications such as books or journals requiring database subscriptions.  It is anticipated resources will continue to be discovered and added. 


Download the complete list of eLearning guidelines and references for all perspectives.