The social shaping of a virtual learning environment: The case of a university-wide course management system (original) (raw)
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2004
Expectations surrounding the role of e-learning need to be tempered by an awareness of the variety of technical, institutional, social and economic constraints on the innovation process. This paper reports on a case study of the introduction into a university of one of the most central e-learning initiatives in higher education, an enterprise-wide virtual learning environment. Findings identify constraints on innovation and highlight changes likely to evolve from the diffusion of such environments, which can be amplified by interrelated technical changes underway in universities.
Innovation, e-Learning and Higher Education: an example of a University
The evolution of ICT has changed all sections of society and these changes have been creating an irreversible impact on higher education institutions, which are expected to adopt innovative technologies in their teaching practices. As theorical framework this study select Rogers theory of innovation diffusion which is widely used to illustrate how technologies move from a localized invented to a widespread evolution on organizational practices. Based on descriptive statistical data collected in a European higher education institution three years longitudinal study was conducted for analyzing and discussion the different stages of a LMS adoption process. Results show that ICT integration in higher education is not progressively successful and a linear process and multiple aspects must be taken into account.
The Future of the Learning Management System in the Virtual University
Technology-Enhanced Learning and the Virtual University, 2023
The single system model of an LMS, reflecting a relatively passive use of digital technologies, is increasingly out of step in the rapidly evolving global higher education environment. This proposes a model that moves from a single systems conception of the LMS to one informed by concepts of learning ecosystems and platforms. We define the LMS and the scope of its functions in order to frame how it might evolve in the future. A conception of the LMS as a learning platform is presented drawing on the successful models used by large Internet companies to provide an infrastructure designed to support change through innovation at the boundary while also ensuring it remains manageable at its core and operates in a way that is aligned to the strategic objectives of the university.
A prescriptive study of early trends in implementing e-learning in the UK Higher Education Sector
Virtual Learning Environments (VLEs) are widely implemented in the UK Higher Education (HE) sector and many institutions are engaged in implementing e-learning. The drivers for this rapid technological change consist of a combination of persistent external pressures and the enticing prospect of improvements. This paper examines whether the benefits of e-learning have materialised and how this relates to organisational change, policies and strategies. Post-Fordist models of management and prescriptive approaches to implementing technological change provide the theoretical framework. This qualitative investigation focuses on the significance in the implementation process of institutional policies, staff incentives for development, quality control processes, inter-departmental collaboration, the need to re-evaluate teaching methodologies, and the importance of feedback mechanisms.
The Role of Institutional Factors in the Formation of E-Learning Practices
Experiences and Methodologies
This chapter explores institutional and socio-organisational factors that influence the adoption and use of learning management systems (LMS) in the context of higher education. It relies on a longitudinal case study to demonstrate the ways in which a set of institutional and organisational factors were drawn into the formation and shaping of e-learning practices. Factors found to figure predominantly include institutional conventions and standards, pre-existing activities and routines, existing resources available to the institution, and, finally, the institution's organisational culture. The analysis further shows that socio-organisational factors may influence e-learning implementation in various ways, as they both facilitate and hinder the adoption of technology and its consequent use. It is argued that institutional parameters have particular relevance in the context of hybrid modes of e-learning implementation, as they illuminate the tensions involved in integrating technological innovation into an established system.
The evolution of e-learning practices at the University of Tehran: A case study
Knowledge Management & E-Learning: An International Journal, 2019
e-Learning is a new educational paradigm in the age of information technology. These days, most universities worldwide consider e-learning as a strategic asset to make education accessible to everyone. The current paper evaluates the e-learning programs at the University of Tehran from an organizational point of view, and seeks to realize how it evolved over time and adapted to the changing environment. Using a qualitative method, this study draws a comprehensive picture of e-learning events and challenges in different phases, as well as their impacts in multiple aspects. The evolution also shows a gradual decentralization in the administration processes and the transformed e-learning programs from a standalone effort into teamwork at the enterprise level.
If not the Virtual university then what? Co-producing e-learning and configuring its users
2016
This paper reflects the changing notion of the Virtual University and its realization. We introduce an approach from the Sociology of Science and Technology (STS) which analyses the construction of the "student as a user" as seen through the "eyes of designers". We ask how social relations are built into technological artefacts. In showing how socio-technical developments transcend sometimes contradict and various notions of "the student" we discuss difficulties and chances of bridging the gap between designers of e-learning-artefacts and its assumed addresses. (DIPF/Orig.)
Evaluating the development of virtual learning environments in higher and further education
2004
Qualitative analysis of interview data from over 550 students and over 50 academic staff (2001)(2002)(2003) showed that individualization of learning was important to students. Many staff were unclear about the learning benefits of VLEs, and functions such as peer-peer group support and group learning were rarely used. Concludes that institutional strategies for VLE development need to be focused far more on disciplinary learning needs and priorities.
Aspects of e-Learning in a University
International Journal of Actor-Network Theory and Technological Innovation, 2010
Most universities make use of e-learning facilities to manage and deliver on-line learning. Many universities have adopted an approach to teaching and the delivery of course content that combines traditional face-to-face delivery with online teaching resources: a blended learning approach. Many factors act to determine how online learning is adopted, accepted, and the balance between online and face-to-face delivery is formed. In this paper, the authors suggest that educational technology adoption decisions are made at three levels: strategic decisions are made by the university to implement a particular package, and then individual academics made adoption decisions regarding those aspects of the package they will use in their teaching and how they will use them. They also make a decision on the balance they will have between on-line and face-to-face teaching. This article questions how decisions are made to adopt one e-learning package rather than another. The authors then examine ...