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The impact of national culture on e-learning implementation: A comparative study of an Argentinean and a Swedish University
Jönköping University, Jönköping International Business School, JIBS, Business Informatics.ORCID iD: 0000-0003-2923-9034
Jönköping University, Jönköping International Business School, JIBS, Business Informatics.
Institutionen för informationsvetenskap, Uppsala universitet.
Jönköping University, Jönköping International Business School, JIBS, Business Informatics.
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2009 (English)In: Educational Media International, ISSN 0952-3987, E-ISSN 1469-5790, Vol. 46, no 1, 67-80 p.Article in journal (Refereed) Published
Abstract [en]

This study compared attitudes, purposes, driving factors and barriers of using e-learning at an Argentinean and a Swedish university. Data from a questionnaire answered by 269 university teachers was analysed to discern similarities and differences in responses from Argentinean and Swedish teachers. The main conclusion of the study was that the responses from Swedish and Argentinean teachers were similar. However, some differences were discerned. Argentinean teachers stated communication with students and active student participation as more important driving factors than Swedish teachers. Lack of incentives and appreciation were stated as more important barriers among the Argentinean teachers. University teachers from both countries used e-learning tools for administrative rather than pedagogical purposes. One explanation of this finding might be that the transition towards actually teaching and learning with technology was experienced as too challenging. Based on the findings of the study, it could be concluded that there is a vital need of university teachers to receive support from implementers and colleagues in order to overcome the barriers of lack of time and knowledge of the pedagogical implications of e-learning.

Place, publisher, year, edition, pages
Routledge , 2009. Vol. 46, no 1, 67-80 p.
Keyword [en]
E-learning, national culture, higher education, implementation
National Category
Information Science
Identifiers
URN: urn:nbn:se:hj:diva-7989DOI: 10.1080/09523980902781253OAI: oai:DiVA.org:hj-7989DiVA: diva2:174762
Available from: 2009-02-25 Created: 2009-02-25 Last updated: 2015-03-25Bibliographically approved
In thesis
1. Online Education in Universities: Moving from Individual Adoption to Institutionalisation of an Information Technology Innovation
Open this publication in new window or tab >>Online Education in Universities: Moving from Individual Adoption to Institutionalisation of an Information Technology Innovation
2013 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

This thesis describes and analyses the move from individual adoption to institutionalisation of an information technology innovation: online education in universities. The study focuses on the processes that took place within two universities, one in Sweden and the other in Argentina, regarding online education adoption and the organisational changes developed.

The aim is to contribute to the understanding of individual and organisational strategies for the institutionalisation of the innovation. To achieve this aim, three research questions were posed. The first focused on the way in which teachers influence the adoption processes. The next addressed the changes and interactions at the individual and institutional levels resulting from these processes. The third question deepened into the methodological practices that can harmonise stakeholders‟ objectives and the conflicting interests regarding online education initiatives. Innovation theory, complemented with organisational theories provided the foundation for the description and analysis of the information technology innovation and the adoption processes.

The results of analysing and interpreting the collected data from the two universities in two different countries (Sweden and Argentina) showed that the adoption processes appeared to be evolutionary rather than revolutionary. The iterative nature of the appropriation and the constant “newness” of the information technology innovation may be plausible explanations for the phenomenon. Though the change has not yet become an integral part of the formal core of the institutions, it has been a great achievement considering the universities‟ structure, culture and resources.

The contributions provide complementary and pluralistic insights into the research field of Information Systems, for both theory and practice, as well as into higher education managers‟ decision-making. Furthermore, the knowledge contribution of the thesis could be applied to implementation of information technology innovations in other organisations with similar characteristics as the studied higher education institutions. Such characteristics are, for example, to be complex and knowledge intensive.

Interactions at macro and micro organisational levels could be modelled as the cyclic linkage between sensemaking outcomes and institutionalized structures. A higher level of theorization resulted in a meta-theory model to describe and explain the linkage itself within the perspective of adaptive structuration theory.

Regarding practice, scholar-engaged research allowed conflicting interests to be reconciled by changing the existing practices through sensemaking and negotiation among stakeholders in an ongoing implementation. As an overall conclusion, online education is still far from being fully institutionalised. After four years of technological and contextual changes during the research development, a positive shift can be seen in teachers‟ attitude towards online  education. They show more confidence in working with constantly improved virtual environments. Nevertheless, there are still key factors that need to be faced regarding online education adoption and institutionalisation. These factors are of a strategic nature and the way to handle them seems to be more political than technological or pedagogical.

Place, publisher, year, edition, pages
Jönköping: Jönköping International Business School, 2013. 351 p.
Series
JIBS Dissertation Series, ISSN 1403-0470 ; 087
National Category
Information Systems, Social aspects
Identifiers
urn:nbn:se:hj:diva-20649 (URN)978-91-86345-40-2 (ISBN)
Public defence
2013-03-15, B1014 at JIBS, Gjuterigatan 5, Jönköping, 13:15 (English)
Opponent
Supervisors
Available from: 2013-02-19 Created: 2013-02-19 Last updated: 2013-03-25Bibliographically approved

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Citation style
  • apa
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