2010 Conference Archive
Why Institutional Elearning Strategies Don't Work
Copyright
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Abstract
Most universities pursue strategies to enhance teaching and learning through technology. A wealth of experience exists to guide implementation, yet propagation of knowledge and effective educational designs is limited. The notion of centrally defined strategy and faculty trained en masse is a rationalist misconception leading to one conclusion: failure to realize the potential of elearning innovations. After observing this phenomenon for fifteen years, I designed a study to analyze why worthy initiatives stall. While my sample was small (n=30), I assumed, correctly, that common factors would emerge. Current literature identifies similar challenges: 'One off' funding combined with poor dissemination processes;The expectation that designers will also pursue dissemination and faculty development; Implicit pedagogical knowledge making it difficult for new users to grasp the finer points of educational design.
Location
Room 2903
Publication Type and Release Option
Event
Recommended Citation
Gunn, Cathy, "Why Institutional Elearning Strategies Don't Work " (2010). SoTL Commons Conference. 50.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2010/50
Why Institutional Elearning Strategies Don't Work
Room 2903
Most universities pursue strategies to enhance teaching and learning through technology. A wealth of experience exists to guide implementation, yet propagation of knowledge and effective educational designs is limited. The notion of centrally defined strategy and faculty trained en masse is a rationalist misconception leading to one conclusion: failure to realize the potential of elearning innovations. After observing this phenomenon for fifteen years, I designed a study to analyze why worthy initiatives stall. While my sample was small (n=30), I assumed, correctly, that common factors would emerge. Current literature identifies similar challenges: 'One off' funding combined with poor dissemination processes;The expectation that designers will also pursue dissemination and faculty development; Implicit pedagogical knowledge making it difficult for new users to grasp the finer points of educational design.
