Leveraging Diffusion in eLearning: Organisational Learning Attributes
Refereed conference paper presented and published in conference proceedings




摘要An earlier study identified certain individual and structural attributes that are seemingly central successful eLearning technology implementation in an educational context. This paper explores interactions between reported important parameters across three project stages: inception, design and development, and implementation and extension. These are the framework conditions for successful eLearning implementation, described in two broad categories: individual teacher attributes and structural connections. Beyond project completion, however, the challenge is in leveraging adoption to get wider diffusion of eLearning practice across the academic community. The paper is based on a case study of ten eLearning projects in a university based in Hong Kong. The paper provides some insights into the mechanics of adoption and diffusion, noting that certain teacher and structural characteristics appear to support adaptive change (uptake or adoption). These are described as necessary, but not sufficient by themselves to enable generative change (or diffusion). Consistent with other research, this study highlights that individual innovation by academic staff does not lead automatically to real educational progress. Individual efforts are random and not strategically focused. Other cultural and strategic connections are necessary and the findings from this study suggest a way to leverage classroom strategies to achieve wider diffusion. Perhaps, most importantly, there is need for a strategic focus to eLearning that would go beyond supporting individual teacher and classroom eLearning uptake to, for example, monitoring application in order to determine how eLearning produces value in University teaching and learning. Complementing this top-down evaluative approach, this study highlights a teacher and student-based strategy to leverage classroom innovation for wider diffusion. The strategy extends the considerable discussion in literature on a necessary shift by teachers from reproductive teaching to a more transformative approach involving two-way relational interactions. However, there is little conversation in literature on how students' can be actively involved in and even given partial control of the online learning environment. This latter idea has considerable traction because of the inherent familiarity of net generation students with technology and the range of online resources that are freely available. What are the organisational learning attributes that may enable this, so far, largely latent capability? This study suggests a 'pull-down' learning approach by students facilitated by necessary pedagogical change by teachers can help achieve deep change. As several cases illustrate, this approach offers a pathway around the problem of resources (money, time and skills), while being useful in terms of shaping learning outcomes for both simple and threshold (and abstract) concepts.
著者Thomas K, Ho A
會議名稱5th International Conference on e-Learning
詳細描述organized by Academic Conferences International,
頁次400 - 407
關鍵詞knowledge diffusion; knowledge transfer; organisational learning attributes; organisational learning culture
Web of Science 學科類別Education & Educational Research; Information Science & Library Science

上次更新時間 2021-12-10 於 00:04