Learning from Transitioning to New Technology That Supports Online and Blended Learning: A Case Study

Autor/inn/en	Lock, Jennifer; Johnson, Carol
Titel	Learning from Transitioning to New Technology That Supports Online and Blended Learning: A Case Study
Quelle	In: Journal of Interactive Learning Research, 28 (2017) 1, S.49-64 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1093-023X
Schlagwörter	Online Courses; Blended Learning; Case Studies; Schools of Education; Videoconferencing; Management Systems; Educational Change; Teaching Methods + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Case study; Fallstudie; Case Study; Erziehungswissenschaftliche Fakultät; Bildungsreform; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Transitioning from one technology to another within educational institutions is complex and multi-faceted, and requires time. Such a transition involves more than making the new technology available for use. It requires knowing the people involved, designing differentiated support structures, and integrating various resources to meet their learning needs and preferences. The purpose of this article is to share a case study that examined a transition process that occurred in a faculty of education as it changed both its learning management systems and the synchronous audiographic web conferencing program. The study investigated factors that influenced the transition (e.g., communication, nature and type of educational development in fostering online teaching capacity). Three key implications of practice are shared that influence a successful transition to new technology. (As Provided).
Anmerkungen	Association for the Advancement of Computing in Education. P.O. Box 1545, Chesapeake, VA 23327. Tel: 757-366-5606; Fax: 703-997-8760; e-mail: info@aace.org; Web site: http://www.aace.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01