Abstract
This paper describes the implementation of an e-learning strategy at a single higher education institution in terms of the levers used to promote effective uptake and ensure sustainable embedding. The focus of this work was at the level of the academic school using a range of change practices including the appointment of school-based learning technologists and e-learning champions, supporting schools to write their own strategies, a pedagogical framework of engaging with e-learning, and curriculum development and evaluation of school-supported projects. It is clear that the implementation of the e-learning strategy has led to a large and increasing proportion of our students experiencing blended learning. In addition, there are initial indications that this has enhanced some learning and teaching processes. Where there has been sustainable embedding of effective e-learning, the following levers were identified as particularly important: flexibility in practices that allow schools to contextualise their plans for change, the facilitation of communities of key staff and creating opportunities for staff to voice and challenge their beliefs about e-learning.DOI: 10.1080/09687760600668503
Highlights
There have been many attempts to identify what is needed to promote the adoption of technologies within higher education institutions
Using data obtained from interviews with learning technologists, we have found that: There is strong evidence that in the two years since the Learning Technologists’ Forum was established a community of practice of learning technologists at Oxford Brookes University is emerging
The initial aim of this project was to develop an implementation plan that would increase the uptake of e-learning at the institution, but promote the development of effective and sustainable e-learning courses. It can be seen from the combination of the usage data and the illustrative examples that within some academic schools a large and increasing proportion of students are experiencing blended learning
Summary
There have been many attempts to identify what is needed to promote the adoption of technologies within higher education institutions. Many others, such advice has led to the creation of a learning media unit, the purchase of an institutionally supported virtual learning environment (VLE) and the development of an institutional e-learning strategy. In a recent UK survey, Browne and Jenkins (2003) found that 86% of higher education institutions that responded to the survey have at least one VLE in use.
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