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9780081006337 English 0081006330 Online Learning and Its Users: Lessons for Higher Education re-examines the impact of learning technologies in higher education. The book focuses particularly on the introduction and mainstreaming of one of the most widely used, the virtual learning environment (VLE) or learning management system (LMS). The book presents an activity theoretic analysis of the VLE's adoption, drawing on research into this process at a range of higher education institutions. Through analysis and discussion of the activities of managers, lecturers, and learners using the VLE, lessons are identified to inform future initiatives including the implementation of massive open online courses (MOOCs). A replicable research design is included and explained to support evaluation and analysis of the use of online learning in other settings. The book questions accepted views of the place of technologies in higher education, arguing that there has been a repeated cycle of hype and disappointment accompanying the development of online learning. While much research has documented this cycle, finding new strategies to break it has proved to be a more difficult challenge. Why has technology not made more impact? Are lecturers going to be left behind by their own students in the use of digital technologies? Why have we seen costly and time-consuming failures? This book argues that we can answer these questions by heeding the lessons from previous experiences with the VLE and early iterations of the MOOC. More importantly, we can begin to ask new and different questions for the future to ensure better outcomes for our institutions and ultimately our learners. presents institution-wide analysis of the adoption of a key educational technology for higher education, validated across multiple sites, to support deeper understanding of the use of learning technologies in context describes Activity Theory and presents a replicable model to operationalise it for investigations of the use of online learning in higher education and other settings provides a unique perspective on the historical experience of VLE adoption and mainstreaming to identify important insights and essential lessons for the future, Online Learning and its Users, Online Learning and its Users: Lessons for Higher Education focuses on a rethinking of the approach we are currently taking to introducing new e-learning initiatives and the way we currently support staff and students with their use of technology. Using an evidence-based case study, the book argues that we need to shift the focus of the discourse of e-learning research and development, with the aim of moving away from asking for additional use of technology. Instead, our discourse needs to address the activities undertaken in teaching and learning in higher education. From these, we can identify the goals of the people undertaking a range of actions and the best ways technology can mediate these practices. Presents the case for starting at the other end of the e-learning issue - with the users. Includes a case study of the adoption of an e-learning technology on an institution-wide basis, and what really happens in this process Offers perspectives from Ireland and the UK, presenting information in a way that is relevant to people working in higher education in both countries (and beyond) Communicates in an accessible and non-jargonistic way the key issues in e-learning which have relevance to all stakeholders in higher education, This book is about e-learning in higher education, and about rethinking the approach we are currently taking to introducing new e-learning initiatives as well as supporting staff and students with their use of technologies. Using an evidence-based case study, the book argues that we need to shift the focus of the discourse of e-learning research and development. This should be with the aim of moving away from asking for "more" use of technology, which it will be argued is a technology-driven approach to the issue. Instead, our discourse needs to address the activities undertaken in teaching and learning in higher education. From these, we can identify the goals of the people undertaking a range of actions and the best ways technologies can mediate their practices. presents the case for starting at the other end of the e-learning issue - with the users. includes a case study of the adoption of an e-learning technology on an institution-wide basis, and what really happens in this process. operationalises Activity Theory, a theoretical framework and method which allows research into the ways people use technologies, but which is often perceived as too complex for ready application. offers perspectives from Ireland and the UK and the research presented will be of relevance to people working in higher education in both countries (and beyond). communicates in an accessible and non-jargonistic way the key issues in e-learning which have relevance to all stakeholders in higher education.
9780081006337 English 0081006330 Online Learning and Its Users: Lessons for Higher Education re-examines the impact of learning technologies in higher education. The book focuses particularly on the introduction and mainstreaming of one of the most widely used, the virtual learning environment (VLE) or learning management system (LMS). The book presents an activity theoretic analysis of the VLE's adoption, drawing on research into this process at a range of higher education institutions. Through analysis and discussion of the activities of managers, lecturers, and learners using the VLE, lessons are identified to inform future initiatives including the implementation of massive open online courses (MOOCs). A replicable research design is included and explained to support evaluation and analysis of the use of online learning in other settings. The book questions accepted views of the place of technologies in higher education, arguing that there has been a repeated cycle of hype and disappointment accompanying the development of online learning. While much research has documented this cycle, finding new strategies to break it has proved to be a more difficult challenge. Why has technology not made more impact? Are lecturers going to be left behind by their own students in the use of digital technologies? Why have we seen costly and time-consuming failures? This book argues that we can answer these questions by heeding the lessons from previous experiences with the VLE and early iterations of the MOOC. More importantly, we can begin to ask new and different questions for the future to ensure better outcomes for our institutions and ultimately our learners. presents institution-wide analysis of the adoption of a key educational technology for higher education, validated across multiple sites, to support deeper understanding of the use of learning technologies in context describes Activity Theory and presents a replicable model to operationalise it for investigations of the use of online learning in higher education and other settings provides a unique perspective on the historical experience of VLE adoption and mainstreaming to identify important insights and essential lessons for the future, Online Learning and its Users, Online Learning and its Users: Lessons for Higher Education focuses on a rethinking of the approach we are currently taking to introducing new e-learning initiatives and the way we currently support staff and students with their use of technology. Using an evidence-based case study, the book argues that we need to shift the focus of the discourse of e-learning research and development, with the aim of moving away from asking for additional use of technology. Instead, our discourse needs to address the activities undertaken in teaching and learning in higher education. From these, we can identify the goals of the people undertaking a range of actions and the best ways technology can mediate these practices. Presents the case for starting at the other end of the e-learning issue - with the users. Includes a case study of the adoption of an e-learning technology on an institution-wide basis, and what really happens in this process Offers perspectives from Ireland and the UK, presenting information in a way that is relevant to people working in higher education in both countries (and beyond) Communicates in an accessible and non-jargonistic way the key issues in e-learning which have relevance to all stakeholders in higher education, This book is about e-learning in higher education, and about rethinking the approach we are currently taking to introducing new e-learning initiatives as well as supporting staff and students with their use of technologies. Using an evidence-based case study, the book argues that we need to shift the focus of the discourse of e-learning research and development. This should be with the aim of moving away from asking for "more" use of technology, which it will be argued is a technology-driven approach to the issue. Instead, our discourse needs to address the activities undertaken in teaching and learning in higher education. From these, we can identify the goals of the people undertaking a range of actions and the best ways technologies can mediate their practices. presents the case for starting at the other end of the e-learning issue - with the users. includes a case study of the adoption of an e-learning technology on an institution-wide basis, and what really happens in this process. operationalises Activity Theory, a theoretical framework and method which allows research into the ways people use technologies, but which is often perceived as too complex for ready application. offers perspectives from Ireland and the UK and the research presented will be of relevance to people working in higher education in both countries (and beyond). communicates in an accessible and non-jargonistic way the key issues in e-learning which have relevance to all stakeholders in higher education.