This presentation will draw on a research project that is currently taking place in an education-focused Higher Education (HE) institution, aiming to develop strategies that connect e-learning research to teaching. The existing literature suggests there is a gap between research and practice and that more specifically, in HE, funding, quality assurance and other processes have broadened this gap (Harland and Staniforth, 2000, Taylor 2006). The question ‘if and how research and practice can be linked’ underlines all the project activities. To frame our understanding of the concepts ‘research’ and ‘practice’ we use the Nonaka & Takeuchi model of knowledge creation (SECI) (1995). Academics’ perceptions about e-learning research and practice are implicit in their teaching (tacit knowledge). By developing a collaborative action–research community we provide the space for making this tacit knowledge explicit and for externalizing the ‘know-how’ of individuals through sharing, which in turn leads to new concrete concepts. Based on the new knowledge created, we can develop future strategies to support the translation of existing e-learning research into practice. At the same time, to frame the processes and activities developed within the action research community we use Laurillard’s Conversational Framework (CF) (2008). The CF is structured around the learning theories that are required for successful learning (instructionist, constructionist, social learning, and collaborative learning) and emphasizes the continual, iterative character of learning, through action, practice, adaptation and reflection. A collaborative environment for teachers as learners enables them to share knowledge while they are encouraged to adopt an interventionist approach to integrating e-learning in their practice. The project started in September 2008 for a period of an academic year. Various activities have been taking place: Consultations with directors of teaching and learning, an online survey addressing a bigger audience of academics, face-to-face workshops and online collaboration are organized to collect data regarding academics’ perceptions of the relation between research and practice and to initiate and support the development of an e-learning action research community. This presentation will include the participants’ and the researcher’s reflections on the process and on effective ways of making connections between research and practice. These will be discussed in relation to the literature on the teaching-research nexus. The study has implications for HE in the UK and internationally that face similar challenges in establishing research-informed quality teaching and learning or integrating e-learning in practice.

Interviews with Directors of Teaching and Learning took place initially to explore three themes: the relationship between research, practice and e-learning, current e-learning practices and possible ways of connecting research and practice. Notes of the researcher were enhanced with rough transcripts and categorized into the above themes. The main points raised during the discussions were used in developing an online survey targeting a broader academic audience in the same institution to compare with and extend the interview outcomes. Descriptive statistics based on the survey data are useful for describing the trends in academics’ perceptions on (e-learning) research and practice links and their preferred methods of accessing research. A series of face-to-face workshops aim to initiate and support collaboration, reflection on the subject and sharing of practices amongst academics within an action research community. The research methods employed aim to compare with the national and international literature on the subject.

The integration of a new structure (here e-learning) in an institution can be based on various theoretical approaches (top-down/bottom-up implementation theories etc.). This project targets the implementers and explores the possibilities of action research for defining ways of using research to inform e-learning practices. While the action-research community is initiated and supported by the researcher (through the organization of workshops and online collaboration) the participants’ response and involvement is crucial. The researcher acts as a critical friend and facilitator in this community. It is expected that during the project, the obstacles that academics face in participating in action research will be highlighted. At the same time, the project activities will indicate the potential of action research for professional development and as method for connecting research and practice. Reflections of the participants and the researcher on the process will be discussed in relation to the subject of research-practice links.