Identifying Factors that Influence the Uptake and Use of Moodle by Academics in three Arts Departments at Roehampton University

Abstract

This paper explores factors influencing both the take up of Moodle at Roehampton University and the ways it was used by academics to support learning and teaching. It builds on the work of others who have sought to explore and explain why the introduction of various technologies in higher education have not transformed teaching practice in ways anticipated. This study also sought to inform policy and practice in the provision of support for academics in their use of learning technologies.