No full text available from the Leicester Research Archive (LRA).Policy makers are increasingly looking to evidence-based practice as a means of ensuring\ud accountability and validity in education and more recently in e-learning. In this paper, the\ud origins of evidence-based practice are reviewed, and considered in relation to the emergence\ud of e-learning as an area of policy, research and practice. The close links between these three\ud activities within e-learning are described, and a critique is presented that raises methodological,\ud epistemological and moral questions about this approach. This analysis identifies a\ud number of implications for e-learning, including the problems facing practitioner-researchers\ud working on project funding and the potentially distorting effect of e-learning policy on\ud research in this field. Possible alternative approaches are suggested, advocating a more inclusive\ud conception of evidence-based practice in which any single model (such as the hierarchy of\ud evidence developed within medicine) is prevented from dominating evaluation by explicitly\ud adopting a commitment to inclusivity and empowerment within evaluation and research
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