Developing teachers’ confidence in enhanced e-learning at an all-through school

Chartered College of Teaching ¬∑ Developing teachers' confidence in enhanced e-learning at an all-through school   Recent times have prompted profound change in education, specifically due to school closures and the migration to e-learning. This paper discusses the need to ascertain staff confidence in e-learning before discussing how e-learning provision may be enhanced. The majority of literature discusses e-learning from a post-compulsory perspective with limited discussion in compulsory schooling. Initially, e-learning centred on the delivery of content and has expanded to encompass collaborative knowledge construction with the rise of social media (Parchler et al., 2011). A core consideration is the role of the learner; several authors have discussed the need to develop student self-regulation, or the student's autonomy for effective e-learning engagement (e.g. So et al., 2019). There are several models of e-learning (see Allay, 2008; Laurillard, 2012). However,