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A stakeholder approach to implementing e-learning in a university
By John Cook, Debbie Holley and David Andrew
British Journal of Educational Technology, Volume 38, Issue 5, Page 784-794.
By John Cook, Debbie Holley and David Andrew
British Journal of Educational Technology, Volume 38, Issue 5, Page 784-794.
Abstract
This paper describes the most recent phase in a mature e-learning project, in the area of reusable learning objects, that has attempted to bring about technological and cultural change. Following an overview of the project and organisational context, an institutional change model is described that helps managers and stakeholders to identify critical interactions among processes and that emphasises the need to recognise interdependencies among technology, practice and strategy.
This paper describes the most recent phase in a mature e-learning project, in the area of reusable learning objects, that has attempted to bring about technological and cultural change. Following an overview of the project and organisational context, an institutional change model is described that helps managers and stakeholders to identify critical interactions among processes and that emphasises the need to recognise interdependencies among technology, practice and strategy.
Embedding blended learning in a university's teaching culture: Experiences and reflections
By Hugh C. Davis and Karen Fill
British Journal of Educational Technology, Volume 38, Issue 5, Page 817-828.
By Hugh C. Davis and Karen Fill
British Journal of Educational Technology, Volume 38, Issue 5, Page 817-828.
Abstract
Blended learning, the combination of traditional face-to-face teaching methods with authentic online learning activities, has the potential to transform student-learning experiences and outcomes. In spite of this advantage, university teachers often find it difficult to adopt new online techniques, in part because institutional practices are still geared to support more traditional approaches.
Blended learning, the combination of traditional face-to-face teaching methods with authentic online learning activities, has the potential to transform student-learning experiences and outcomes. In spite of this advantage, university teachers often find it difficult to adopt new online techniques, in part because institutional practices are still geared to support more traditional approaches.
Critical success factors for e-learning and institutional change—some organisational perspectives on campus-wide e-learning
By Su White
British Journal of Educational Technology, Volume 38, Issue 5, Page 840-850.
By Su White
British Journal of Educational Technology, Volume 38, Issue 5, Page 840-850.
Abstract
Computer technology has been harnessed for education in UK universities ever since the first computers for research were installed at 10 selected sites in 1957. Subsequently, real costs have fallen dramatically. Processing power has increased; network and communications infrastructure has proliferated, and information has become unimaginably accessible through the Internet and the World Wide Web. However, perhaps because higher education institutions are resistant to change, educational technology in universities has not managed to match the ubiquity of technology in everyday life.
Computer technology has been harnessed for education in UK universities ever since the first computers for research were installed at 10 selected sites in 1957. Subsequently, real costs have fallen dramatically. Processing power has increased; network and communications infrastructure has proliferated, and information has become unimaginably accessible through the Internet and the World Wide Web. However, perhaps because higher education institutions are resistant to change, educational technology in universities has not managed to match the ubiquity of technology in everyday life.
