Table 2 Evidence considered in each of the Brookfield lenses

Lens 1: autobiography as a learner

Occupational Therapy BSc (1994) and MSc (2009): PM degrees attained through the DOT

Online notebook collection of experiences and thoughts during the course of the study: Tweets of content; pictures of interesting observations; field notes

Audio records of meetings, congress sessions, paper presentations, courses and workshops

Prior learning – mother Computer Science teacher, learnt web design principles when managing an online publication

Roles: Faculty Information and Communication Technology Committee chair; VLE audit workgroup member

Awards: Vice Chancellor’s team teaching award (2010); South African Association of Health Educators (SAHEE) congress poster prize (2012)

Lens 2: our students’ eyes

Survey data: 3rd and 4th year students’ experience of e-learning

VLE Footprint: access and uptake of using the VLE

Anecdotal commentary: students emails / conversations with the e-Learning team

Lens 3: our colleagues’ experiences

Minutes of meetings: curriculum review and strategic planning meetings of the DOT

Survey data: Lecturer use of iPads (2012 and 2013)

Reflective interviews and focus groups: Individual interviews (2012), focus groups (2015)

Performance effect: Paediatrics module and Psychosocial module analysis of student marks and pass rates

VLE Footprint: access and uptake of use of the VLE by lecturers over time

Anecdotal commentary: emails, corridor conversations

Lens 4: theoretical literature

Books and journal articles within the following topics:

 • Connectivism

 • Participatory Action Research

 • Blended learning

 • E-Leaning

 • Mobile learning and mobile technologies

 • Education theory

 • Problem Based Learning