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Critical success factors for e-learning and institutional change – some organisational perspectives on campus-wide e-learning

Critical success factors for e-learning and institutional change – some organisational perspectives on campus-wide e-learning
Critical success factors for e-learning and institutional change – some organisational perspectives on campus-wide e-learning
Computer technology has been harnessed for education in UK universities ever since the first computers for research were installed at ten selected sites in 1957. Subsequently real costs have fallen dramatically. Processing power has increased; network and communications infrastructure has proliferated; and information has become unimaginably accessible through the Internet and the World Wide Web. However, perhaps because higher education institutions are resistant to change, educational technology in universities has not managed to match the ubiquity of technology in everyday life. The reasons for differences between everyday experiences and those higher education and may lie in higher education practice. Higher education practice reflects the wider agendas of institutions manifested through their organisation, structure, culture and climate. These factors may particularly impact upon the potential for higher education to embrace and manage change in its educational activities; especially technology enhanced learning such as blended learning and e-learning. This paper briefly reviews the progress of educational technology, then identifies critical success factors for e-learning through an organisational perspective derived from studies of six UK higher education institutions.
educational technology, e-learning, e-learning strategy, embedding higher education, higher education policy, institutional change, learning technologies, managing change, technology enhanced learning
0007-1013
840-850
White, Su
5f9a277b-df62-4079-ae97-b9c35264c146
Davis, Hugh C
1608a3c8-0920-4a0c-82b3-ee29a52e7c1b
Eales, Susan
81d77493-5638-40b0-a61c-aaac6d82fc55
White, Su
5f9a277b-df62-4079-ae97-b9c35264c146
Davis, Hugh C
1608a3c8-0920-4a0c-82b3-ee29a52e7c1b
Eales, Susan
81d77493-5638-40b0-a61c-aaac6d82fc55

White, Su , Davis, Hugh C and Eales, Susan (eds.) (2007) Critical success factors for e-learning and institutional change – some organisational perspectives on campus-wide e-learning. British Journal of Educational Technology, 38 (5), 840-850. (doi:10.1111/j.1467-8535.2007.00760.x).

Record type: Article

Abstract

Computer technology has been harnessed for education in UK universities ever since the first computers for research were installed at ten selected sites in 1957. Subsequently real costs have fallen dramatically. Processing power has increased; network and communications infrastructure has proliferated; and information has become unimaginably accessible through the Internet and the World Wide Web. However, perhaps because higher education institutions are resistant to change, educational technology in universities has not managed to match the ubiquity of technology in everyday life. The reasons for differences between everyday experiences and those higher education and may lie in higher education practice. Higher education practice reflects the wider agendas of institutions manifested through their organisation, structure, culture and climate. These factors may particularly impact upon the potential for higher education to embrace and manage change in its educational activities; especially technology enhanced learning such as blended learning and e-learning. This paper briefly reviews the progress of educational technology, then identifies critical success factors for e-learning through an organisational perspective derived from studies of six UK higher education institutions.

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More information

Published date: September 2007
Keywords: educational technology, e-learning, e-learning strategy, embedding higher education, higher education policy, institutional change, learning technologies, managing change, technology enhanced learning
Organisations: Web & Internet Science

Identifiers

Local EPrints ID: 264129
URI: http://eprints.soton.ac.uk/id/eprint/264129
ISSN: 0007-1013
PURE UUID: 8ec050ba-18aa-4f5e-9cc7-99d79316e4eb
ORCID for Su White: ORCID iD orcid.org/0000-0001-9588-5275
ORCID for Hugh C Davis: ORCID iD orcid.org/0000-0002-1182-1459

Catalogue record

Date deposited: 06 Jul 2007
Last modified: 17 Dec 2019 02:03

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