The politics of virtual learning environments: environmental change, conflict, and e‐learning

Whitworth, Andrew

doi:10.1111/j.1467-8535.2005.00549.x

Cited by 21 publications

(20 citation statements)

References 18 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Learners each have their own informal rules as to where e-Learning will "fit into" their work environment. Whitworth [91] provides many compelling arguments why ELearning has become contentious in higher educational settings, some of which are echoed by [60] in a corporate setting. Among others, Whitworth proposes that administrative pressures on educators to adopt technology in tandem with too little context-based research on e-Learning, may exclude users from participating in the design and selection of e-Learning technologies.…”

Section: Informal Rulesmentioning

confidence: 96%

The adoption of e-Learning in corporate training environments

Henneke

Matthee

2012

Proceedings of the South African Institute for Computer Scientists and Information Technologists Conference

View full text Add to dashboard Cite

E-Learning can be described as instruction that is delivered using computer and communication technology, and its potential to liberate learners from the limitations of other forms of learning is uniformly acknowledged. However, there is surprisingly high resistance to e-Learning in corporate training environments. The purpose of this study is to examine the literature on factors that may contribute to this resistance, also in South Africa.We present the corporate e-Learning environment as an activity system and analyse existing adoption literature using the six elements of Activity Theory. In this way, a holistic understanding is obtained of contributing factors towards adoption of e-Learning in corporate environments.

show abstract

Section: Informal Rulesmentioning

confidence: 96%

The adoption of e-Learning in corporate training environments

Henneke

Matthee

2012

Proceedings of the South African Institute for Computer Scientists and Information Technologists Conference

View full text Add to dashboard Cite

show abstract

“…As Mc Pherson and Nunes (2004) indicate, however, in their examination of a 'failure' of a virtual learning space, students' commitment to virtual communities may be influenced by broader factors, such as priorities associated with other aspects of their lives. Moreover, as other studies have demonstrated, attempts to innovate with virtual learning may be framed by assumptions associated with existing curricula and modes of delivery (Matthews 2008;Dutton et al 2004;Whitworth 2005). Claims for the potential of new technologies to empower students, therefore, may be patterned by contradictions when translated into practice.…”

Section: Introductionmentioning

confidence: 95%

Medium for empowerment or a ‘centre for everything’: Students’ experience of control in virtual learning environments within a university context

Burnett

2010

Educ Inf Technol

View full text Add to dashboard Cite

In maximising opportunities to nurture rich and productive learning communities, there is a need to know more about the cultures and sub-cultures that surround virtual learning environments (VLEs). Drawing from a small-scale interview study of students' digital practices, this paper explores how different discourses may have patterned a group of students' experiences of VLEs. Unlike studies which have focused upon evaluations of specific projects or interventions, this study investigated their experience across their course. It explores the student identities they associated with digital environments and the power relationships which seemed to pattern how they positioned themselves (or felt positioned) as learners. Whilst none were intimidated by technical aspects, the student identities available to them seemed to vary, as did their perceptions of the student identities associated with university-sponsored digital environments. The analysis considers three aspects of their experience: how they related to the VLE itself, how they related to others through this, and the alternative communities they created to attempt to manage their engagement with the VLE. The paper concludes by arguing for further research which focuses on the broader student experience across courses in order to explore how university-based digital environments intersect with students' identities as learners.

show abstract

“…Conflict is a fundamental aspect of teamwork (Forsyth, 1999; Levi, 2001; Putnam, 1986). Whitworth (2005) claimed that ‘conflict within organizations is inevitable, but without conflict there would be no creativity, and hence no innovation’ (p. 690). In an early phase of conflict research, theorists argued that conflict was detrimental to teamwork and that it impacts organisations negatively (Jehn, 1995).…”

Section: Conflict In Teamworkmentioning

confidence: 99%

Team conflict in ICT‐rich environments: Roles of technologies in conflict management

Correia

2007

Brit J Educational Tech

View full text Add to dashboard Cite

This study looks at how an information and communication technologies (ICT)-rich environment impacts team conflict and conflict management strategies. A case study research method was used. Three teams, part of a graduate class in instructional design, participated in the study. Data were collected through observations of team meetings, interviews with individual members, plus analysis of electronic documents exchanged among team members. Findings indicate that all teams experienced conflict at some level and that conflict management strategies evolved over time. ICT played a dual role in the conflict management of teams. These technologies seemed to facilitate conflict management by offering a formal means of communication, by making communication more effective with minimal waste or unnecessary effort, and by creating opportunities for more thoughtful reactions, with chances for reflection on the content. However, ICT also aggravated conflict, specifically when strategies for use were imposed, when team members became blunt and forthright, and when misinterpretations occurred because of differing senses of urgency in replying to emails.

show abstract

The politics of virtual learning environments: environmental change, conflict, and e‐learning

Cited by 21 publications

References 18 publications

The adoption of e-Learning in corporate training environments

The adoption of e-Learning in corporate training environments

Medium for empowerment or a ‘centre for everything’: Students’ experience of control in virtual learning environments within a university context

Team conflict in ICT‐rich environments: Roles of technologies in conflict management

Contact Info

Product

Resources

About