Adoption of innovative e-learning support for teaching: A multiple case study at the University of Waikato

Abstract

<span>In response to recent social, economic, and pedagogical challenges to tertiary-level teaching and learning, universities are increasingly investigating and adopting e-learning as a way to engage and motivate students. This paper reports on the first year of a two-year (2009-2010) qualitative multiple case study research project in New Zealand. Using perspectives from activity theory and the scholarship of teaching, the research has the overall goal of documenting, developing, and disseminating effective and innovative practice in which e-learning plays an important role in tertiary teaching. A "snapshot" of each of the four 2009 cases and focused findings within and across cases are provided. This is followed by an overall discussion of the context, "within" and "across" case themes, and implications of the research.</span>

Design of a blended learning environment: Considerations and implementation issues

“…Instead, they might obtain help from teaching assistants (Garrison & Kanuka, 2004), or a technical support team at his/her institution. Still, using an online system may require considerable time for instructors (Johnson et al, 2011).…”

Assessing e-learning acceptance by university students in Thailand

“…By harnessing network technologies and wireless devices, teaching and learning is allowed to take place within and beyond the traditional classroom environment via electronic learning or e-learning. Many institutions, instructors, and policy makers have taken advantage of the flexibility of online learning in order to cater to the needs of current and potential students at all levels of education, including those who were unable to attend traditional courses on campus (Cheung, 2005;Dawson, 2006;Johnson, et al, 2011).…”

“…By harnessing network technologies and wireless devices, teaching and learning is allowed to take place within and beyond the traditional classroom environment via electronic learning or e-learning. Many institutions, instructors, and policy makers have taken advantage of the flexibility of online learning in order to cater to the needs of current and potential students at all levels of education, including those who were unable to attend traditional courses on campus (Cheung, 2005;Dawson, 2006;Johnson, et al, 2011).In many developing countries such as Thailand, students experience difficulties in their access to teachers and learning materials, and their exposures to learning resources are restricted to the locality where they are situated. In response to this Teo, Wong, Thammetar and Chattiwat 1357 situation, Thailand has focused most of its educational plans and policies on building ICT infrastructures and improving accessibility of ICT to teachers and students.…”

What are the significant factors that have influenced the adoption of Moodle by staff in a Maori tertiary institution?

“…Marcia Johnson et al (2011) state that, "In response to recent social, economic, and pedagogical challenges to tertiary-level teaching and learning, universities are increasingly investigating and adopting e-Learning as a way to engage and motivate students". Learning management systems are a critical part of e-Learning of which two of the more common ones, Moodle and Blackboard, are used in many tertiary institutions around the world.…”

“…In the first 3 categories of "Excellent", "Good", and "Fair", the response indicates a substantial amount of feedback that Moodle is definitely having a level of impact on each of the respondents' teaching environments. E. Marcia Johnson et al (2011) suggests the "research that is grounded in activity theory focuses on the interactions of people, tasks, and mediating tools, rather than on individual behaviours, performance, or mental models".…”