A Systemic Framework for Managing E-Learning Adoption in Campus Universities: Individual Strategies in Context

Autor/in	Russell, Carol
Titel	A Systemic Framework for Managing E-Learning Adoption in Campus Universities: Individual Strategies in Context
Quelle	In: ALT-J: Research in Learning Technology, 17 (2009) 1, S.3-19 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0968-7769
DOI	10.1080/09687760802649871
Schlagwörter	Educational Change; Organizational Change; College Instruction; College Faculty; Adoption (Ideas); Systems Approach; Change Strategies; Foreign Countries; Resistance to Change; Electronic Learning; Educational Technology; Technology Integration; Australia + Suchen Sie Ihr Suchwort? Bildungsreform; Organisationswandel; Hochschullehre; Fakultät; Ideas; Ideenfindung; Systemischer Ansatz; Lösungsstrategie; Ausland; Unterrichtsmedien; Australien
Abstract	There are hopes that new learning technologies will help to transform university learning and teaching into a more engaging experience for twenty-first-century students. But since 2000 the changes in campus university teaching have been more limited than expected. I have drawn on ideas from organisational change management research to investigate why this is happening in one particular campus university context. My study examines the strategies of individual lecturers for adopting e-learning within their disciplinary, departmental and university work environments to develop a conceptual framework for analysing university learning and teaching as a complex adaptive system. This conceptual framework links the processes through which university teaching changes, the resulting forms of learning activity and the learning technologies used--all within the organisational context of the university. The framework suggests that systemic transformation of a university's learning and teaching requires coordinated change across activities that have traditionally been managed separately in campus universities. Without such coordination, established ways of organising learning and teaching will reassert themselves, as support staff and lecturers seek to optimise their own work locally. The conceptual framework could inform strategies for realising the full benefits of new learning technologies in other campus universities. (Contains 6 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10