A Study of the Role of a Technology-Enhanced Learning Implementation Group in Mediating an Institutional VLE Minimum Standards Policy

Autor/in	Varga-Atkins, Tünde
Titel	A Study of the Role of a Technology-Enhanced Learning Implementation Group in Mediating an Institutional VLE Minimum Standards Policy
Quelle	In: Research in Learning Technology, 24 (2016) 1, (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2156-7069
DOI	10.3402/rlt.v24.32815
Schlagwörter	Student Attitudes; Expectation; College Students; Educational Technology; Technology Uses in Education; Educational Policy; Higher Education; Communities of Practice; Group Dynamics; Social Theories; Foreign Countries; Case Studies; United Kingdom + Suchen Sie Ihr Suchwort? Schülerverhalten; Expectancy; Erwartung; Collegestudent; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Politics of education; Bildungspolitik; Hochschulbildung; Hochschulsystem; Hochschulwesen; Community; Gruppendynamik; Gesellschaftstheorie; Ausland; Case study; Fallstudie; Case Study; Großbritannien
Abstract	Recent years have seen a focus on responding to student expectations in higher education. As a result, a number of technology-enhanced learning (TEL) policies have stipulated a requirement for a minimum virtual learning environment (VLE) standard to provide a consistent student experience. This paper offers insight into an under-researched area of such a VLE standard policy development using a case study of one university. With reference to the implementation staircase model, this study takes cue from the view that an institutional VLE template can affect lower levels directly, sidestepping the chain in the implementation staircase. The Group's activity whose remit is to design and develop a VLE template, therefore, becomes significant. The study, drawing on activity theory, explores the mediating role of such a Group. Factors of success and sources of tension are analysed to understand the interaction between the individuals and the collective agency of Group members. The paper identifies implications to practice for similar TEL development projects. Success factors identified demonstrated the importance of good project management principles, establishing clear rules and division of labour for TEL development groups. One key finding is that Group members are needed to draw on both different and shared mediating artefacts, supporting the conclusion that the nature of the group's composition and the situated expertise of its members are crucial for project success. The paper's theoretical contribution is an enhanced representation of a TEL policy implementation staircase. (As Provided).
Anmerkungen	Co-Action Publishing. Ripvagen 7, SE-175 64 Jarfalla, Sweden. Tel: +46-18-4951138; e-mail: info@co-action.net; Web site: http://www.co-action.net/journals/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01