Bringing academics on board: encouraging institution-wide diffusion of e-learning environments
Bringing academics on board: encouraging institution-wide diffusion of e-learning environments
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让学者参与进来：鼓励在机构范围内传播电子学习环境
DOI：
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发表时间：
2009
期刊：
影响因子：
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通讯作者：
Bruce Burnett
中科院分区：
文献类型：
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作者：
D. Birch;Bruce Burnett
教育和信息通信技术（ICT）的快速发展鼓励一些教育工作者超越传统的面对面和远程教育函授模式，走向丰富的，以技术为媒介的电子学习环境。在桌面上方便地访问多媒体为教育工作者提供了机会，使他们能够结合多媒体和超媒体开发灵活、引人入胜和交互式的学习资源。然而，尽管有这样的机会，整个高等教育部门的学者采用和整合教育技术的速度通常很慢。本文介绍了一项定性研究的结果，调查影响因素的方式，学者采用和整合教育技术和信息通信技术。这项研究是在澳大利亚的一所地区性大学南昆士兰州大学（USQ）进行的，重点是电子学习环境的发展。这些电子学习环境包括一系列多模式学习对象和内容的多种表示，旨在满足不同的学习风格和模式偏好，增加互动，提高学习成果，提供更具包容性和公平的课程，并更紧密地反映校园学习体验。本文的重点主要是研究学者报告的障碍或抑制因素，包括制度性障碍，个人抑制因素和教学问题。提出了解决这些障碍的战略，并讨论了对教育机构的影响和建议。
Rapid advances in educational and information communications technology (ICT) have encouraged some educators to move beyond traditional face to face and distance education correspondence modes toward a rich, technology mediated e-learning environment. Ready access to multimedia at the desktop has provided the opportunity for educators to develop flexible, engaging and interactive learning resources incorporating multimedia and hypermedia. However, despite this opportunity, the adoption and integration of educational technologies by academics across the tertiary sector has typically been slow. This paper presents the findings of a qualitative study that investigated factors influencing the manner in which academics adopt and integrate educational technology and ICT. The research was conducted at a regional Australian university, the University of Southern Queensland (USQ), and focused on the development of e-learning environments. These e-learning environments include a range of multimodal learning objects and multiple representations of content that seek to cater for different learning styles and modal preferences, increase interaction, improve learning outcomes, provide a more inclusive and equitable curriculum and more closely mirror the on campus learning experience. This focus of this paper is primarily on the barriers or inhibitors academics reported in the study, including institutional barriers, individual inhibitors and pedagogical concerns. Strategies for addressing these obstacles are presented and implications and recommendations for educational institutions are discussed.