Towards an efficient training of university faculty on ICTs

Lareki, Arkaitz; Goñi, Juan Ignacio de Morentin de Martínez; Perurena, Nere Amenabar

doi:10.1016/j.compedu.2009.08.032

Cited by 36 publications

(27 citation statements)

References 8 publications

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“…Pratt,1991;Alavi & Leidner,2001;Kolb,2005;McCausland,2005;Chroust,2007;Economides,2008;Joy & Kolb,2009 Black,1992;Miller & Schlosberg,1997;Surry et al, 2005;Inglis,2007;Bailey & Card,2009;Meyer & Barefield,2010;Teo,2011;Pegrum, et al,2013;Teo & Wong,2013;Güllü, et al,2016 Lack of effort and support being put by faculty members in use of e-learning. Willis,1994;Higgs,1997;Sife et al,2007;Inglis,2007;Kaleta et al,2007;Collopy & Arnold,2009;Lareki et al,2010;Lim et al,2011;Reilly et al,2012;Yaakop,2015 Lack of training and development in faculty and limited change in teaching methodology of faculty in response to ICT developments. 36.Lack of ownership Forman & Nyatanga,2002;Ertmer,2005;Mayo eet al,2005;Omwenga,2006;Sife et al,2007;Naismith,2007;Chua,2009;Masalela,2011;Qureshi et al,2011;Duveskog et al,2014 Faculty not taking ownership of successful implementation of e-learning technologies and lack of interest in meeting e-learning challenges.…”

Section: Technophobiamentioning

confidence: 99%

A conceptual framework highlighting e-learning implementation barriers

Ali

Uppal

Gulliver

2018

ITP

145

173

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Purpose E-learning has gained much focus from educators and researchers, with many extolling e-learning over traditional learning. Despite this focus, implementation of e-learning systems often fails. The purpose of this paper is to consider a range of barriers, impacting the success of e-learning implementations, yet to the best of the authors’ knowledge no conceptual framework is able to consolidate existing research. Design/methodology/approach This paper undertook an in-depth review of literature concerning e-learning implementation barriers. Papers were extracted from established peer-reviewed journals and open sources. Articles not related to e-learning implementation barriers were discarded. A total of 259 papers were identified, published between 1990 and 2016. Hermeneutics and data-driven qualitative content analysis was used to define 68 unique barriers. Findings The 68 unique barriers were thematically grouped into four conceptual categories, i.e. Technology (T), Individual (I), Pedagogy (P), and Enabling Conditions (EC). These four categories led to the conceptualization of “TIPEC” framework, which highlights the key concepts hindering e-learning implementation and delivery. Results show that most articles only consider a narrow range of success barriers. Practical implications The proposed TIPEC framework acts as a guide for education practitioners, system developers, policy makers, and researchers. It provides stakeholders with a summary of e-learning barriers. Originality/value This paper fulfils an identified need for a conceptual framework that consolidates all current research related to e-learning implementation barriers.

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Section: Technophobiamentioning

confidence: 99%

A conceptual framework highlighting e-learning implementation barriers

Ali

Uppal

Gulliver

2018

ITP

145

173

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“…E‐tech savvy involves having a basic awareness of various technologies, whether through self‐study or training (Cascio and Shurygailo ; Lareki, Marinez de Morentin, and Amenabar ). Underutilization of more complex but critical technologies is likely among those lacking technology competence (FTI Consulting ; Government Business Council ; Holland, Malvey, and Fottler ).…”

Section: The Six E‐competency (Sec) Modelmentioning

confidence: 99%

Defining E‐leadership as Competence in ICT‐Mediated Communications: An Exploratory Assessment

Roman

Wart

Wang

et al. 2018

Public Administration Review

136

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While many aspects of the dramatic shifts caused by digital government have made enormous progress, the leadership of those who serve the public via electronic means has yet to take a significant step forward. This article addresses three questions: How significant has e-leadership become? What are the challenges in trying to create a more comprehensive model of defining and measuring e-leadership? And, based on current knowledge, what skill and behavioral elements are candidates for a concrete e-leadership model? The authors develop and test an original model that focuses on e-leadership as a competence in virtual communications (i.e., the use of ICT-mediated communications) and the digital opportunities and challenges that are created. The results provide strong support for the proposed model. The article concludes with a discussion of a future agenda for e-leadership research that can be developed in a manner that is fruitful for theory and practitioners. Evidence for Practice• Leadership is as much virtual as it is face-to-face today; e-leadership is an important and distinctive ability in organizational management that can lead to more effective organizational functioning. • An effective e-leader communicates clearly, provides adequate social interaction, and demonstrates technological know-how through and within virtual environments. • In the long term, effective e-leadership builds responsible teams, sets effective accountability processes, inspires change, and develops trust virtually. • E-leadership is a set of technology-mediated social influencing processes intended to change attitudes, feelings, thinking, behavior, and performance within organizations. • Six competencies lead to effective e-leadership: e-communication, e-social skills, e-change skills, e-team skills, e-tech savvy, and e-trustworthiness.

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“…Finalmente, si aceptamos que el uso de dispositivos móviles y redes sociales tiene un efecto positivo en el proceso-aprendizaje de los estudiantes universitarios, tal y como han destacado algunos autores (Dunlap y Lowenthal, 2009;Ophus y Abbitt, 2009;Selwyn, 2010;Gao et al, 2012, Sadaf et al, 2012 nuestros resultados sugieren que es necesario diseñar e implementar una estrategia específica orientada tanto al alumnado como al profesorado. Los trabajos de Lareki et al (2010) y Sánchez-Rodríguez et al (2015, entre otros, ponen de hecho el énfasis en la falta de competencia digital tanto del profesorado como de los alumnos en los procesos de enseñanza-aprendizaje Por último, este trabajo sugiere algunas líneas de investigación futuras. Por un lado, orientadas a valorar los cambios en las percepciones del alumnado una vez que se hayan implementado determinadas estrategias para extender el uso de las redes sociales en el proceso de formación.…”

Section: Discusión Y Conclusionesunclassified

Explorando el potencial de los dispositivos electrónicos y de las redes sociales en el proceso enseñanza- aprendizaje de los universitarios

Artola

Gálvez

González

2018

Edutec

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Universidad del País Vasco (UPV/EHU) RESUMENEste trabajo examina, desde la perspectiva del alumnado, la relación entre diversos métodos de enseñanza y el uso de dispositivos electrónicos y redes sociales en la Facultad de Economía y Empresa de la Universidad del País Vasco (UPV/EHU). La metodología utilizada incluye técnicas estadísticas multivariantes y análisis clúster. Los resultados muestran que la penetración de la tecnología móvil y de las redes sociales en el entorno universitario se caracteriza por una amplia diversidad, tanto en el uso de redes sociales como en la percepción que el alumnado tiene sobre la contribución de las herramientas de la web 2.0 en su proceso de aprendizaje.

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Towards an efficient training of university faculty on ICTs

Cited by 36 publications

References 8 publications

A conceptual framework highlighting e-learning implementation barriers

A conceptual framework highlighting e-learning implementation barriers

Defining E‐leadership as Competence in ICT‐Mediated Communications: An Exploratory Assessment

Explorando el potencial de los dispositivos electrónicos y de las redes sociales en el proceso enseñanza- aprendizaje de los universitarios

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