Board managers teachers student support staff

(Board, managers,
teachers, student support staff, administration
staff and industry) about performance, planning,
implementation and future directions for e-
learning. The third case study concentrated on
collecting data on the usage and quality of its
online learning services to inform managers and
teachers and to plan the next stage of
development and improvements. The purpose of
the case studies was to provide examples of how
VET providers were organising benchmarking
activities. A panel of the Framework, using a set
of criteria, selected the sites. Rather than
including well-established providers with
significant advancements in e-learning, the panel
sought sites that were relatively new to e-learning.
This meant that providers with less established e-
learning systems would be able to easily relate to
the cases in this study. These examples were
included to inspire other providers to engage in e-
learning benchmarking. Participation in the case
studies was voluntary.
The case studies in this paper focused more on
the management of e-learning as opposed to e-
business. Each case study ‘aligned’ it’s
benchmarking exercise against the indicators
developed by the Framework. As such, the
indicators and data sets are not exactly the same,
however, have a degree of comparability.
Considering the distinct peculiarity of each site, it
would be erroneous to make any direct
comparisons using the quantitative data against
the indicators. Quantitative data collected by each
site remained commercial-in-confidence. Data for
the three case studies reported in this paper was
collected from face-to-face and telephone
interviews with the project managers and their e-
learning support staff in each site. Data for the
first case study was gathered from the project
reports and interviews with two project managers.
The second case study was prepared using data
from the project documents (plans and reports)
and interviews with three staff at the training
organisation. Data for the third case study was
gathered from the project report and an interview
with the project manager.
6.1 Case study 1: e-Learning for target
learner groups – youth and learners
with a disability
The 2005 e-learning for Target Learner Groups
(ELTLG) focused on young people in the 15-19
age group (including VET in Schools, disengaged
youth and school-based apprenticeships), and
learners with a disability. The main aim was to
improve employment-related training
opportunities and employment skills through the
use of appropriate e-learning programs and
resources. This case study trialed the survey
process with young learners in selected
organisations spread across Western Australia,
New South Wales, Victoria, South Australia and
Queensland. Fifty-two youths and fifty-four
students with a disability responded to items on
the survey which was made available on-line. The
URL address for the survey was provided to
trainers in each of the participating states to
encourage their students to complete the survey.