Learning technologies are implemented in higher education institutions to enhance teaching and meet external challenges and demands. The adoption of the technologies by academics, however, frequently falls short of organisational aspirations. Academics respond in different and sometimes unpredictable ways. To advance understanding of factors influencing adoption, we systematically reviewed literature regarding academics' adoption of learning technologies. One hundred and thirty-one articles met the inclusion criteria and were analysed. The findings suggest that adoption is a complex process that is influenced by the learning technology, academics, context and strategies. To advance our understanding of learning technology adoption, we call for studies that challenge the current research assumption and address methodological issues. To facilitate staff adoption, we identify a list of effective strategies derived from the literature.

Context Learning technologies are ubiquitous in medical schools, implemented in anticipation of more effective, active and authentic learning and teaching. Such thinking appears to be an instance of solutionism. The evidence is that academics’ adoption of learning technologies is often limited in scale and scope and frequently fails to transform their teaching practices. Purpose This paper aims to provide a contextualised analysis of considerations pertinent to the adoption of learning technologies by teaching staff. We contextualise a framework for understanding adoption of learning technologies in higher education by medical education. Conclusions We identify multiple precursors that predict individual patterns of adoption, illuminating factors related to the technology, the individual staff member charged with adoption and the working environment. We offer conceptual clarity to the vexed issue of learning technology adoption and provide evidence explaining why, despite their widely promulgated potential, learning technologies do not offer an easy route to the transformation of medical education.

The quality of relationships between supervisors and their subordinates has been found to be predictive of subordinate performance. A number of explanatory mechanisms have been proposed, and the frequency and nature of dyadic communication have been posited as contributory. To further explore this potential mechanism, the authors tested the hypothesis that upward influencing communications mediate the relationship between relationship quality, as measured by leader-member exchange (LMX), and supervisor ratings of subordinate performance. In a study involving 107 supervisors, LMX was positively associated with reported frequencies of upward influences delivered as rational argument and negatively associated with ingratiatory and assertive communications. LMX was also positively associated with performance ratings, but this relationship was fully mediated by the frequency of upward influencing tactics, with rational argument being positively predictive of performance ratings and assertiveness being negatively associated with ratings of performance.

Reports on an effort to implement good practices in learning evaluation. Reviews learning evaluation practices and gathers data using a dedicated software system. Demonstrates learning takes place within complex social systems populated by a multiplicity of factors that influence perceptions of learning and performance outcomes. Argues that technology enables cost-effective evaluations to be implemented that encompass a broad spectrum of influencing variables and acknowledge the empowered status of the learner. Discusses the implications for evaluation methodologies and the role of trainers within organisations.

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