A review of factors that influence the diffusion of innovation when structuring a faculty training program

Bennett, John; Bennett, Linda

doi:10.1016/s1096-7516(02)00161-6

Cited by 121 publications

(95 citation statements)

References 4 publications

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“…So far most attempts to apply diffusion of innovation theories to education have focused mainly on higher education (Bennett & Bennett, 2003;Macchiusi & Trinidad, 2001), on teachers (Atkins & Vasu, 2000), and on nationwide diffusion of innovation processes (Porter, 2000). Attempts to apply these theories for examining ICT implementation at the elementary and secondary school levels are scarce.…”

Section: Introductionmentioning

confidence: 99%

"Islands of Innovation" and "School-Wide Implementations": Two Patterns of ICT-Based Pedagogical Innovations in Schools

et al. 2005

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The study reported here is a secondary analysis of data collected in 10 schools as part of Israel's participation in two international studies: IEA's SITES Module 2, focusing on innovative pedagogical practices at the classroom level, and the OECD/CERI case studies of ICT and organizational innovation, focusing on ICT-related innovations at the school system level. We identify and analyze two patterns of ICT-based curricular innovations: "islands of innovation" and "school-wide implementations." In the analysis of both patterns we focus on (a) the levels and domains of innovation reached in schools; (b) the communication agents and school variables affecting the diffusion of the innovation; and (c) the role of internal and external factors affecting the diffusion of the innovation.In the discussion we elaborate the potential value of sustainable islands of innovation models as agents of innovation, and the similarities and differences between both patterns of ICT implementation in schools.

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Section: Introductionmentioning

confidence: 99%

"Islands of Innovation" and "School-Wide Implementations": Two Patterns of ICT-Based Pedagogical Innovations in Schools

et al. 2005

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“…Increased awareness of the potentials of mobile learning has expanded the body of related literature. From the meta analysis of more than 160 articles published between 2003, Wu et al (2012 found that research has focused (in descending order) on evaluating the effects of mobile learning, designing mobile learning systems, investigating the affective domain during mobile learning, and evaluating the influence of learner characteristics on the mobile learning process. In addition, it has been found that 86% of the studies that were reviewed reported positive outcomes (Wu, Wu, Kao, Lin, & Huang, 2012).…”

Section: Literature Review Mobile Learningmentioning

confidence: 99%

Adoption of the mobile campus in a cyber university

Han

2014

IRRODL

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The advantages of mobile technologies have not been lost on higher education institutions, and they have tried to provide educational services through the use of mobile learning management system (LMS). However, offering such services does not necessarily mean that the students will adopt the new technology. Thus, the purpose of this study was to examine what factors facilitate and hinder the students' adoption of the mobile campus. The study was based on the diffusion of innovation model and compared the perceptions of mobile LMS users and nonusers. Eighty-five students in a cyber university responded to the survey, and the results revealed that even though nonusers perceived the advantages of using mobile LMS, they did not adopt the system because of its complexity and resistance. A discussion and the implications for further development of mobile LMS followed. Keywords: Mobile LMS; diffusion of innovation; cyber university Adoption of the Mobile Campus in a Cyber UniversityHan and Han Vol 15 | No 6Creative Commons Attribution 4. Second, what are the differences between the traditional learning management system and the mobile campus?Adoption of the Mobile Campus in a Cyber University Han and HanVol 15 Mobile LMS in Higher EducationA traditional LMS is usually a Web-based platform that enables the planning and delivery of learning events for both virtual and instructor-driven face-to-face classes (Greenberg, 2002). Through the LMS, students are able to access their course materials, with the existing PC and Web-based LMS affects its adoption. Complexity is the extent to which the innovation is easy to comprehend and use; mobile LMS should afford ease of use. Trialability is the degree to which a potential user can experiment with the innovation without having to commit to use it. Thus, the greater the opportunity for students to try out mobile LMS, the easier it is for them to evaluate its effectiveness and ultimately adopt it. Finally, Observability is the extent to which a potential adopter can see the usefulness of the innovation in his/her situation. For example, if students in higher education institutions can easily observe other students' use of mobile LMS and realize its educational benefits, they would be more willing to adopt it.The perception of the attributes of innovation might differ between those who have already adopted mobile LMS and those who have not. Hence, in this study, the perceptions of users and nonusers will be compared to determine which attributes foster or hinder the adoption of mobile LMS. Also, by analyzing the limitations of current mobile LMS from the perspective of users' perceptions, the implications for the future development of mobile LMS can be discussed. Methods ParticipantsThe participants, recruited from A Cyber University located in Seoul, South Korea, were undergraduates majoring in Educational Technology, Social Welfare, Counseling Psychology, Child Studies and Education, and Hospitality and Tourism Management.The students were invited to voluntarily take pa...

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“…Similarly to academic institutes all over the world, the adoption was wide and fast (e.g. [2]- [4]), although, the LMS mainly served as an administrative tool, for posting learning material and messages [5], [6]. A decade later, the use of web sites accompanying traditional teaching has become the mainstream, but maintenance of the LMS (i.e.…”

Section: Introductionmentioning

confidence: 99%

Does Platform Matter? A Case Study of Learning Management System

Naveh¹,

Shelef²

2017

IJIET

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Abstract-In this research, the effect of the replacement of Learning Management System on students' satisfaction in a university and a college was examined. In the unique setting of the research, the only change made was of the platform, with no technological, pedagogical, organizational or other changes accompanying the process. A user satisfaction survey revealed that the platform change explains seven percents of the shift in students' satisfaction, and found no difference between the two institutes. Possible explanations and implications are suggested in the concluding section of the paper.

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A review of factors that influence the diffusion of innovation when structuring a faculty training program

Cited by 121 publications

References 4 publications

"Islands of Innovation" and "School-Wide Implementations": Two Patterns of ICT-Based Pedagogical Innovations in Schools

"Islands of Innovation" and "School-Wide Implementations": Two Patterns of ICT-Based Pedagogical Innovations in Schools

Adoption of the mobile campus in a cyber university

Does Platform Matter? A Case Study of Learning Management System

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