Pedagogy and technology – which has the upper hand? Lessons from technological implementation at the College of Judea and Samaria, Israel

Abstract

PurposeThe aim of this paper is to present conclusions from a series of studies on the introduction of new learning technologies at the College of Judea and Samaria, Israel, including course websites and a computerized marking system.Design/methodology/approachThis paper summarizes four distinct empirical studies based on annual student surveys, questionnaires developed specifically for the study and the College exam database. The first series of three studies was designed to examine usage rates and students' evaluations of effectiveness of website courses, in three concentric circles in the College: on the institutional, faculty and departmental level. The fourth study tracked an institutional initiative towards enhanced quality of instruction, by comparing College‐wide data on students' ratings and grades for courses whose instructors implemented and used a computerized grading system for multiple‐choice on‐line exams.FindingsStudies show that academic e‐learning in Israel has focused on quantity rather than quality; and on superficial technological adoption rather than conceptual pedagogical change process.Practical implicationsInstitutions wishing to encourage the introduction of innovative learning aids and technologies must develop the necessary conditions that ensure that technology adoption serves rather than dominates pedagogy.Originality/valueThis paper discusses the reasons for a focus on quantity rather than quality, and on superficial technological adoption rather than the introduction of a conceptual pedagogical change process, in Israeli higher education's approach to online learning. Empirical findings highlight the need to introduce technological innovations that are grounded in and develop from a sound pedagogical base.

Lecturer-student views on successful online learning environments

“…Simply providing students with access to the Internet is no guarantee that worthwhile learning will take place (Swan, 2001). There is research of lecturers eager to adopt new technologies, or perhaps coerced into using new technologies, but whose adoption is superficial and technicist rather than effecting meaningful change in either the teaching or learning (Nitza, 2007). Oliver and Herrington (2000) warn that if opportunity, competition and efficiency rather than pedagogical imperatives drive the introduction of ICTs in education then new learning technologies are likely to be simply added to the existing list of available resources and used in superficial ways akin to the notion of gift-wrapping (Fischer, 2003).…”