Advancing e-learning policy and practice: influences on academics' adoption, integration and development of multimodal e-learning courses

Edited book (chapter)


Birch, Dawn and Burnett, Bruce. 2009. "Advancing e-learning policy and practice: influences on academics' adoption, integration and development of multimodal e-learning courses." Stansfield, Mark and Connolly, Thomas (ed.) Institutional transformation through best practices in virtual campus development: advancing e-learning policies. Hershey, PA, United States. IGI Global. pp. 65-80
Chapter Title

Advancing e-learning policy and practice: influences on academics' adoption, integration and development of multimodal e-learning courses

Book Chapter CategoryEdited book (chapter)
ERA Publisher ID2177
2214
Book TitleInstitutional transformation through best practices in virtual campus development: advancing e-learning policies
AuthorsBirch, Dawn (Author) and Burnett, Bruce (Author)
EditorsStansfield, Mark and Connolly, Thomas
Page Range65-80
Number of Pages16
Year2009
PublisherIGI Global
Information Science Reference
Place of PublicationHershey, PA, United States
ISBN9781605663586
Web Address (URL)http://www.igi-global.com/reference/details.asp?id=33409
Abstract

{Abstract]: Tertiary education is increasingly a contested space where advances in Information Communications Technologies and their application to technology-mediated e-learning environments have forced university administrators and educators to dislocate themselves from traditional correspondence modes of student engagement. Compounding this paradigmatic shift within the traditional sphere of distance education pedagogy are multiple and conflicting pressures on academics to develop flexible, engaging, cost-effective and sustainable interactive learning resources that incorporate both multimedia and hypermedia. This chapter reports on a study that examined factors that influence educators’ decision to adopt and integrate educational technology and convert traditional print-based distance education materials into interactive multimodal e-learning formats. Although the broader study was conducted in a single Australian university and investigated pedagogical, institutional and individual factors, this chapter restricts its focus to solely the pedagogical motivations and concerns of educators. It is argued that findings from the study have significance at the institutional level, particularly in terms of developing an underlying pedagogical rationale that can permeate the e-learning culture throughout the university, while at the same time, providing a roadmap for educators who are yet to fully engage with the e-learning format.

Keywordsmultimodal; technology-mediated; e-learning; distance education pedagogy
ANZSRC Field of Research 2020390405. Educational technology and computing
390303. Higher education
390102. Curriculum and pedagogy theory and development
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Byline AffiliationsSchool of Management and Marketing
Queensland University of Technology
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