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Professors' driving and limiting factors for the adoption of e-learning in higher education within Argentine context
Jönköping University, Jönköping International Business School, JIBS, Business Informatics.
Universidad Tecnologica Nacional, Argentina.
Universidad Tecnologica Nacional, Argentina.
2008 (English)In: Proceedings of X International Conference on Engineering and Technology Education, Brazil, 2008, 264-268 p.Conference paper, Published paper (Other academic)
Abstract [en]

Implementing e-learning needs an accurate understanding of the users requirements to be met but we also felt that higher education professors have driving and limiting factors that encourages or prevent themselves in facing the first step in e-learning. This scenario was explored by designing and distributing a questionnaire among professors from engineer careers at National Technology University in Buenos Aires, Argentina. We selected them taking into account different formation backgrounds in order to avoid biases in answers. We then performed a comparative analysis and it was shown that 95% of them were very or rather positive towards e-learning; their main purposes to use it were related with improving interaction and not technical facilities. Driving factors were mainly the search of pedagogical improvements. Barriers were both individual concerns (lack of technical knowledge and time) and institutional (lack of incentives and technical support).

Place, publisher, year, edition, pages
2008. 264-268 p.
Keyword [en]
barriers, driving factors, e-learning, higher education
National Category
Information Science
Identifiers
URN: urn:nbn:se:hj:diva-14660ISBN: 8589-12054-6 (print)OAI: oai:DiVA.org:hj-14660DiVA: diva2:397634
Conference
X International Conference on Engineering and Technology Education, Brazil
Available from: 2011-02-15 Created: 2011-02-15 Last updated: 2013-02-19Bibliographically 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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