“We just disagree:” Using de liberative inquiry to seek consensus about the effects of e learning on higher education

Oct 15, 2026

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Qualitative research extends a prior study to identify where consensus exists about e-learning technologies’ effects on higher education learning experiences. Findings show many varied and polarized perspectives requiring careful consideration by policymakers and administrators; experts are unlikely to reach consensus within educational contexts. The effects of e-learning technologies continue to vary by subject matter, instructors, institutions, learning contexts, technology availability, and factors tied to purposes of learning activities and epistemological beliefs.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages15

Reading Time38 min

AccessFree to download

Abstract

Introduction

One Perspective

Canadian Journal of Learning and Technology Volume 33(3) Fall / automne 2007 “We just disagree:” Using de liberative inquiry to seek consensus about the effects of e learning on higher education Jennifer H . Kelland Heather Kanuka Authors Jennifer H. Kelland is with the Department of Educational Policy Studies at the University of Alberta . Correspondence regarding this article can be sent [to:](to:jenna.kelland@ualberta.ca)[jenna.kelland@ualberta.ca](to:jenna.kelland@ualberta.ca) Heather Kanuka is with the Edmonton Learning Centre at Atha basca University . Correspondence regarding this article can be sent to: heatherk@atha bascau.ca Abstract Abstract: Building on the results of a prior study, the purpose of this qualitative study was to further explore where there is agreement on the effects of e learning technologies in higher education learning experiences . The results confirm that (1) there are many varied and polarized perspectives about e learning, and each position should be carefully considered by policymakers and administrators concerned with implementing e learning technologies; (2) it is unlikely that e learning experts will ever reach consensus on the effects of e learning technologies within educational contexts; and, (3) the use of e learning technologies in higher education will continue to vary based on subject matter, instructors, institutions, contexts, availability of technology and various other factors—not the least of which are the purpose of the learning activities and the epistemological beliefs about higher education. The diversity of opinions that currently exist does not make one view more correct or superior to another. Ré sumé : Construisant sur les ré sultats d’une étude anté rieure, le b ut de cette étude qualitative était d’explorer plus à fond s ’il y avait consensus sur les effets des technologies de l’eLearning dans les expé riences d’apprentissage aux cycles supé rieurs . Les ré sultats confirment que 1) il y a plusieurs perspectives variées et polaris é es sur le eLearning, etchaque point de vue devrait être s é rieusement considéré par les administrateurs et les rédacteurs de politiques concerné s par l’implantation des technologies du eLearning, 2) il est peu probable que les experts en eLearning en arriveront jamais à un consensus sur les effets des technologies du eLearning dans un contexte éducationnel, et 3) l’utilisation des technologies du eLearning aux cycles supé rieurs continuera de varier en fonction de lamatière, des formateurs, des institutions, des contextes, de la disponibilit é de la technologie et d’autres facteurs . Le moindre de ces facteurs n’est pas le but des activ it é sd’apprentissage et les croyances é pisté mologiques à propos de l’éducation universitaire . La diversit é des opinions qui existent pré sentement ne privilégie pas un point de vue en particulier. Introduction Course management systems ( e .g., WebCT Vista, BlackBoard, Lotus Notes, Moodle, FirstClass, Virtual U, Desire2 Learn, etc .) are currently being used by most, if not all, higher education institutions in Canada . While other asynchronous and synchronous Internet communication and social software tools are also beginning to have a greater presence in higher education learning environments (i.e ., Centra/ Elluminate, iVisualize/vocalize, Skype, blogs, wikis, podcasts, Groove) , course management systems continue to be the dominant e learning technology . The use of e learning technologies has resulted in most higher education institutions engaging in a re evaluation of how courses and programs are being delivered. In response to individual institutional contexts, e learning technologies are being employed in many ways that have resulted in a continuum of courses offered entirely on campus to courses offered entirely off campus—and everything in between, including different configurations of blended and hybrid courses where e learning technology is used to supplement and

FAQs

What is the purpose of the qualitative study?

To further explore where there is agreement on the effects of e-learning technologies in higher education learning experiences.

Do the results show that e-learning perspectives reach consensus?

No. The study finds many polarized perspectives and concludes it is unlikely that e-learning experts will ever reach consensus on effects in educational contexts.

Which factors influence how e-learning technologies affect higher education?

Effects vary based on subject matter, instructors, institutions, contexts, technology availability, and also the purpose of learning activities and epistemological beliefs about higher education.

Oct 15, 2026

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