Dissertations / Theses on the topic 'E-learning diffusion'

The purpose of this qualitative case study was to better understand how the diffusion (spread) and adoption (acceptance) of SkillSoft® (an e-learning product) occurred among employees of one military organization and to distill individual perceptions regarding influences that affected the process. This case study focused on the process and its challenges. Relating personal perceptions of the process and how various categories of influences (personal, organizational, technological, mandated policy, change) may have affected the process in a military organization provides a unique account that has been lacking in the literature. The results of this case study resonate with earlier research by Rogers (1983), Weinstein (1981), Sherry (1997), and Schein (1985), which found that influences (personal, organizational and technological) can have a dynamic effect on the diffusion and adoption of an innovation such as SkillSoft®. The study findings revealed that interviewees preferred job related e-learning experiences which support prior research by Bonk and Wisher (2000), and research by Thomerson and Smith (1996) who found that change in the way training is delivered can have an effect on the individual’s willingness to adopt an e-learning program like SkillSoft®. The study augments previous findings by Berge, (1997) indicating that culture can be a barrier to the implementation of on-line learning. The findings illuminated that awareness of the organization’ s environment (culture, mission, organization structure, decision-making process, communications channels, skills of employees), users’ requirements, as well as the product’s (SkillSoft®) fit with individual learning styles, are key elements to be considered when implementing an e-learning product in a military setting. Post Script With the acquisition of SMARTFORCE®, SkillSoft® Corporation was able to diversify its e-learning training opportunities (course library) to better meet the learning requirements of military personnel since the initiation of this case study. Currently the 2003 SkillSoft® SMARTFORCE® library of courses is available free of charge on-line and is enhancing the knowledge and skills of active duty, reserve military personnel and Department of Defense government civilians.
Ph. D.

This thesis addresses the following research paradox: Despite continual investment in e-mediated learning technology by higher education institutions, why has technological diffusion within UK universities been a slow process? It will be argued that the level of investment in e-mediated learning technology by UK universities and the impact of this technology across higher education as a whole, makes this subject area an appropriate setting in which to study this phenomenon. An interpretivist case study investigation of the adaptation process of e-mediated learning technology by academic staff is analysed through the development of a grounded theory approach. The investigation will show that the majority of academic staff in the School of Management at the Case Study University are adopting e-mediated learning technology at a basic level. Various factors can combine to influence technological adoption. These include conflicting priorities for academic staff, IT skills levels and the potential for the technology to transform the social relation between the academic member of staff and student leading towards a heightened culture of expectation. In addition, the study will show that e-mediated learning technology has the ability to place the expertise of the academic member of staff in a vulnerable position. Together these factors can combine to affect the successful diffusion of e-mediated learning technologies in UK universities. At a more critical level, the research identifies that using models of critical mass in isolation to indicate the take-up of multi-functional e-mediated learning technologies are misleading. As such, models that incorporate the levels and stages, as well as the pace of adoption provide a more detailed perspective of the successful diffusion of e-mediated learning technology.

Dissertation (Ph. D.)--University of Akron, Dept. of Curricular and Instructional Studies-Secondary Education, 2009.
"August, 2009." Title from electronic dissertation title page (viewed 9/30/2009) Advisor, Susan J. Olson; Committee members, Sandra C. Coyner, Suzanne C. MacDonald, Ronald Otterstetter, Lynne M. Pachnowski, Sajit Zachariah; Department Chair, Bridgie A. Ford; Dean of the College, Mark D. Shermis; Dean of the Graduate School, George R. Newkome. Includes bibliographical references.

The purpose of the study was to create guidelines regarding effective diffusion of elearningto and within developing countries. Another aim of the study was to identifychallenges and problems related to the diffusion of e-learning, as well as identifying whatcharacterizes a successful ICT diffusion project. To achieve the purpose of the study acase study was performed in Thailand, where two different schools, i.e. two cases thathad been targeted by ICT diffusion projects were studied. In combination to studying theschools, the donor side of the project were also included in the study. The study wasconducted with a qualitative research approach, and was divided into one inductive andexploratory phase, which generated a theory, and one deductive phase where the theorywas both theoretically and empirically validated. To gather the empirical material, eightsemi-structured interviews were conducted of which six included staffs from the twoschools, and two included donors that were involved in one of the studied ICT diffusionprojects. Yet another semi-structured interview was performed with a person involved inan ICT diffusion project, which helped to perform the empirical validation of thegenerated theory. With the help of the collected empirical material as well as throughexisting theories it was possible to identify numerous of challenges regarding diffusion ofe-learning to and within developing countries. The challenges were primarily connectedto language, culture, governmental, lack of computer knowledge and infrastructural. Totackle the challenges a number of characteristics regarding effective ICT diffusionprojects in developing countries were identified. These characteristics included theimportance of doing a proper investigation about the recipients, follow ups, providedright amount of computers, provided software that had been adapted and providededucation about how computers should be used. Based on the challenges andcharacteristics guidelines for effective diffusion of e-learning to and within developingcountries were designed. The knowledge about challenges and characteristics led to theidentification of two important findings. The first was that the diffusion of e-learning todeveloping countries is highly dependant on the diffusion of ICT to the schools, as anevident problem that existed was that the schools lacked the proper technicalinfrastructure to be able to support computer-aided teaching. The other finding was thatin order for the diffusion process to be effective, it is vital to provide information andeducation about the technology in advance of the implementation. These two findingslead to that the 19 created guidelines were divided into two categories; basic guidelinesfor diffusion of ICT and enabling guidelines for diffusion of e-learning.
Program: Dataekonomutbildningen

The emerging knowledge economy necessitates rapid skills development, to ensure that organisations sustain a competitive edge. Rapid skills acquisition would enable organisations, whether public or private sector, to take advantage of new emerging opportunities and improve performance by ensuring that their employees are well equipped with relevant skills. The South African labour market has, however, been engulfed by both a skills shortage and a brain drain, which has worsened performance in the public sector – as is evident from the widespread public protests. In this study, the researcher conducted an explorative investigation to gain an in-depth understanding of factors that could influence e-Learning diffusion as an innovative way of facilitating rapid skills acquisition. In order to conduct this investigation, the researcher employed qualitative techniques in the form of a case study, using grounded theory analysis techniques. Grounded theory analysis results enabled the researcher to formulate propositions. Furthermore, these propositions were used to formulate important factors and questionnaire items that were used to test proposed findings, using a survey research design. Findings revealed that the public sector, as with society at large, is adopting sociallyorientated computing practices, to open up social platform integration into the employee learning experience. Findings reveal that social platform integration would be fruitful, if the entire instructional design was based on social constructivist, epistemological principles, with the appropriate social technology.
Thesis(PhD (Computer Science))--North-West University, Potchefstroom Campus, 2013.

The ubiquity of Web 2.0 technologies has led to a seismic shift in the way educational services are delivered. It comes as no surprise then that e-tutoring—otherwise known as electronic or online tutoring—is quickly supplanting face-to-face tuition for reasons of both cost and convenience. While e-tutoring is an effective form of academic support for many students, its efficacy remains tenuous for those confronted with a digital divide that figures predominantly around geographic barriers, socio-economic status, and educational levels. Premised on diffusion research, this master's dissertation explores the implementation of an e-tutoring service known as Homework Help that has effected relatively low adoption rates. It uses a concurrent mixed-methods approach—including surveys, interviews, and focus groups—to examine the factors that have led to this low adoption rate. The results are presented via two journal articles situated within a larger meta-talk: The first article contrasts the adoption patterns apparent between rural and urban students, while the second article looks at the utility of diffusion research in examining educational technologies, as it explores the use of e-tutoring for applied stream students. The findings of this study suggest that rural and urban, as well as applied and academic student subgroups, differ in terms of their perception and adoption of e-tutoring. Implications for educational policy, especially in regards to rural education, are discussed.

Hong Kong, a populated city, meets all the necessary technological and economic conditions for e-learning to be thriving in higher education. However, online survey results of students and teachers of a major tertiary educational institution over a period of three years showed that e-learning is not nearly as popular as anticipated and traditional face-to-face learning remains the preferred mode of study. Are the benefits and impact experienced in other countries equally applicable to Hong Kong? What are the barriers to e-learning diffusion in Hong Kong? Answers to these questions were sought from the teachers and researchers of e-learning in Hong Kong higher education. The research was based on a grounded theory methodology and used a three stage mixed-method design for data collection and analysis. The key informants were the teacher-researchers in higher educational institutions in Hong Kong. Several potential issues arising from three rounds of large scale online surveys were explored with them through in-depth interviews, which generated a framework for analysis, and based upon which a follow-up questionnaire survey was formulated and conducted. Inferences were drawn from the combined results of the online survey, the interviews, and the follow-up survey. The results from the study showed that the benefits, impact and barriers identified were broadly similar to those experienced in other countries. Whilst some personal and social conditions such as age, gender and, family and home conditions are not perceived to be important factors in hindering diffusion, certain unique social conditions in Hong Kong - such as the two official languages, the popular mixed-code phenomenon, the teacher-centred and assessment-centric culture, are perceived to contribute to some extent to the hindrance of e-Iearning diffusion. However, the teachers and researchers see more serious barriers in the unfavourable perception and negative attitudes of students and teachers towards e-learning and the lack of self-motivation and self-discipline. Based on these findings, certain areas of further study were suggested for future research.

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES
In this study, the research model based on the technology acceptance model (TAM) (DAVIS et al., 1989) and innovation diffusion theory (IDT) (ROGERS, 2003) was used to analyze the relation between the characteristics of innovation and teacher s behavior in the process of adoption and use of Moodle in the undergraduate courses at distance. Survey was applied with 162 teachers at distance of Universidade Federal da Paraíba Virtual, issue focusing on the perceived characteristics of innovation, attitude and intention about the use of Moodle. Multivariate statistical techniques were performed: 1) content-vality to analyze the complete structure of scale for relevance and representativeness of items and to verify which items refer to construct in question; 2) exploratory factory analysis to know the structure of interrelationship of the original variables of IDT; 3) confirmatory factor analysis to guarantee conceptual validity for the pattern observed; 4) coefficient alpha to verify the homogeneity of set of items; 5) ANOVA to verify the likely differences between the groups of respondents; and 6) multiple regression analysis to analyze the relation between constructs. Results showed that not all factors of IDT had effect on attitude and intention. Only three constructs had significant effect on attitude and/or intention: relative advantage+compatibility for work style (β = 0,792), visibility (β = 0,166) and result demonstrability (β = 0,152). Moreover, teachers had a positive attitude in relation to use of Moodle and a positive intention in relation to use in the future. It was not possible to confirm all the relation of TAM, probably this verification was been compromised for some problems in the measurement process, thus, the only unsupported relationship of TAM was the effect of complexity on attitude. An academic contribution was that although some constructs of IDT did not show effect on the constructs of TAM, the model provided evidence of appropriated application of constructs of TAM with IDT to measure attitude and intention of use of Moodle. A management contribution was the understanding and prediction the teacher s behavior in relation to adoption and use process of Moodle, being possible to verify the effectiveness of innovative project of distance learning in the UFPB Virtual.
Nesse estudo, o modelo de pesquisa baseado no modelo de aceitação da tecnologia (Technology Acceptance Model - TAM) (DAVIS et al., 1989) e na teoria da difusão da inovação (Innovation Diffusion Theory - IDT) (ROGERS, 2003) foi usado para analisar a relação entre as características de inovação e o comportamento dos docentes no processo de adoção e de uso do Moodle em cursos de graduação a distância. Foi utilizada uma estratégia de levantamento (survey) aplicado a 162 docentes a distância da Universidade Federal da Paraíba Virtual, focando questão sobre as características percebidas de inovação, atitude e intenção em torno do uso do Moodle. Foram realizadas técnicas estatísticas multivariadas: 1) validação de translação para analisar a estrutura completa das escalas em relação à pertinência e representatividade dos itens e a verificação de que os itens propostos remetem ao construto em questão; 2) análise fatorial exploratória para conhecer a estrutura das inter-relações das variáveis originais da IDT; 3) análise fatorial confirmatória para garantir a validade conceitual para os padrões observados; 4) alpha de Cronbach para verificar a homogeneidade do conjunto de itens das escalas; 5) ANOVA para verificar as possíveis diferenças entre os grupos de respondentes; e 6) análise de regressão múltipla para analisar a relação entre os construtos. Os resultados revelaram que nem todos os fatores da IDT tiveram efeito sobre atitude e intenção. Apenas três construtos apresentaram efeito significativo sobre a atitude e/ou intenção: avanço relativo+compatibilidade por estilo de trabalho (β = 0,792), visibilidade (β = 0,166) e demonstrabilidade de resultado (β = 0,152). Além disso, os docentes tiveram uma atitude positiva em relação ao uso do Moodle bem como uma intenção positiva em relação ao seu uso futuro. Não foi possível confirmar todos os relacionamentos do TAM, provavelmente essa verificação foi comprometida por alguns problemas no processo de mensuração das escalas, sendo assim, o único relacionamento do TAM não suportado foi o efeito de complexidade sobre atitude. Uma contribuição acadêmica foi que apesar de alguns construtos da IDT não terem apresentado efeito sobre os construtos do TAM, o modelo forneceu evidência de aplicação apropriada dos construtos do TAM com os da IDT para medir a atitude e intenção de uso do Moodle. Uma contribuição gerencial foi a compreensão e previsão do comportamento dos docentes EaD em relação ao processo de adoção e uso do Moodle, possibilitando verificar a efetividade do projeto inovador de EaD na UFPB Virtual.

A conectividade e interação proporcionada pela web 2.0 permitiu o desenvolvimento de Ambientes Virtuais de Aprendizagem que rapidamente tornaram-se amplamente empregados na educação a distância. Ao mesmo tempo, esta tecnologia vem ganhando espaço como ferramentas de apoio aos processos de ensino-aprendizagem também na educação presencial, em especial na educação superior, favorecendo o desenvolvimento de novas práticas pedagógicas. Assim, torna-se crescente a preocupação com os processos de adoção e difusão da tecnologia. Esta pesquisa objetiva investigar a adoção e a difusão dos Ambientes Virtuais de Aprendizagem em uma Universidade Federal que os disponibiliza para uso facultativo dos docentes. O fenômeno é investigado sob a ótica do adotante – o professor – a partir de uma abordagem multiteórica, valendo-se de elementos e conceitos da Teoria da Difusão da Inovação (IDT), do Modelo de Adoção Baseado em Preocupações (CBAM) e da Teoria Unificada de Aceitação e Uso da Tecnologia (UTAUT). Os resultados indicam um processo de difusão bastante desigual nas instâncias da Universidade, explicado pelas diferentes oportunidades de experimentação mediante incentivos externos e contato com tecnologia ao longo do tempo. Além disso, identificaram-se duas orientações básicas no uso dos ambientes – gestão e aprendizagem – e as respectivas preocupações dos docentes em relação à implementação da inovação.
The connectivity and interaction provided by the Web 2.0 allowed the development of Virtual Learning Environments that quickly became widely used in distance education. Simultaneously this technology has been used as a tool to support teaching and learning also in face-to-face education and it is stimulating the development of new pedagogical practices. Thus there is a growing concern with understanding adoption and diffusion process of virtual environments. This research aims to investigate the adoption and diffusion of this technology in a Federal University which provides it for teachers in a free and optional way. The phenomenon is investigated from the perspective of the adopter – the teacher – using a multitheoretical approach drawing on elements and concepts from the Innovation Diffusion Theory (IDT), Adoption Model Based Concerns (CBAM) and Unified Theory of Acceptance and Use of Technology (UTAUT). The results indicate very unequal diffusion in the University explained by academic units's differences in opportunities of experimentation with the technology by external incentives and contact with it over time. Furthermore, we identified two basic orientations in the use of the e-learning environments – managing and learning – and the faculty concerns regarding the implementation of innovation.

Orientador: Fernando José Von Zuben
Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Engenharia Elétrica e de Computação
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Resumo: Com o surgimento e a popularização de Redes Sociais Online e de Serviços de Redes Sociais, pesquisadores da área de computação têm encontrado um campo fértil para o desenvolvimento de trabalhos com grande volume de dados, modelos envolvendo múltiplos agentes e dinâmicas espaço-temporais. Entretanto, mesmo com significativo elenco de pesquisas já publicadas no assunto, ainda existem aspectos das redes sociais cuja explicação é incipiente. Visando o aprofundamento do conhecimento da área, este trabalho investiga fenômenos de compartilhamento coletivo na rede, que caracterizam eventos de difusão de informação. A partir da observação de dados reais oriundos do serviço online Twitter, tais eventos são modelados, caracterizados e analisados. Com o uso de técnicas de aprendizado de máquina, são encontrados padrões nos processos espaço-temporais da rede, tornando possível a construção de classificadores de mensagens baseados em comportamento e a caracterização de comportamentos individuais, a partir de conexões sociais
Abstract: With the advent and popularization of Online Social Networks and Social Networking Services, computer science researchers have found fertile field for the development of studies using large volumes of data, multiple agents models and spatio-temporal dynamics. However, even with a significant amount of published research on the subject, there are still aspects of social networks whose explanation is incipient. In order to deepen the knowledge of the area, this work investigates phenomena of collective sharing on the network, characterizing information diffusion events. From the observation of real data obtained from the online service Twitter, we collect, model and characterize such events. Finally, using machine learning and computational data analysis, patterns are found on the network's spatio-temporal processes, making it possible to classify a message's topic from users behaviour and the characterization of individual behaviour, from social connections
Mestrado
Engenharia de Computação
Mestre em Engenharia Elétrica

碩士
淡江大學
公共行政學系公共政策碩士在職專班
97
We should have enough competiveness to face all kinds of situation under global trend. With the digital age, governments should utilize information technology well, in order to improve public servants’ ability of innovation and learning continually. In the light of the significant trend of digital learning present and future, the research followed these questions: (1) According to related theories about diffusion of innovation, analyzing which factors affect the public servants’ digital learning, and why the factors affect the public servants’ digital learning? (2) In terms of practical policies management, how to help public servants enhance the willingness of joining digital learning? According to the result of reviewing reference, there are three dimensions, including cognitive attributes of innovation, organizational characteristics, and course characteristics. The analytical framework includes the factors of incentive structure, familiarity of computer knowledge, top management support, workload , business requirement, teaching materials, and assessment. In addition, the researcher collected related experienced data through “Case Study”, “Depth Interview”, and “Secondary Data”, in order to understand the important factors which might affect the model of public servants’ digital learning by the process of comparing different cases. The research findings are following: (1) Incentive structure is representational to digital learning. (2) Be familiar with computer knowledge reduces exclusion of digital learning. (3) workload, doesn’t necessarily affect digital learning, and the most important is having fun in learning. (4) Top management support helps increase staff’s opportunity of knowledge interaction on job. (5) Combining with the teaching materials of business requirement can help enhance intrinsic motivation of digital learning. (6) Assessment system helps inspect the effectiveness of self-learning.

碩士
國立中央大學
企業管理研究所
98
This study intended to investigate the factors affecting the business employees’ behavioral intentions to use the e-learning system. Combined the innovation diffusion theory (IDT) with the technology acceptance model (TAM), the present study proposed an extended technology acceptance model. The proposed model was tested with data collected from 552 business employees using the e-learning system in Taiwan. The results showed that the five perceptions of the innovation characteristics had significant influence on the employees’ e-learning system behavioral intention and the compatibility was the strongest predicted factor. The effects of the compatibility, relative advantage, observability and trialability were positively significant on the employees’ e-learning system behavioral intention and the effect of complexity was negatively significant on the employees’ e-learning system behavioral intention. The effects of the compatibility, complexity and relative advantage on the perceived usefulness were significantly positive. The trialability had a significantly negative impact on the employees’ perceived usefulness. The effects of the relative advantage and trialability on the employees’ perceived ease of use were significantly positive. The effect of the complexity on the perceived ease of use had a significant negative influence. In addition, perceived ease of use had a significant positive influence on the perceived usefulness, and perceived usefulness had a significant positive influence on the employees’ behavioral intention. The findings suggested an extended model of TAM for the acceptance of the e-learning system, which can help the organizational decision makers in planning, evaluating and executing the use of the e-learning systems.

碩士
大葉大學
資訊管理學系碩士在職專班
95
With the maturity of information technology and the prevalence of the Internet, network-based E-learning is leading the teaching activity to a broader boundary.In comparison with the traditional teaching activity, network-based E-learning is unlimited by time and space, thus enables more adaptability and flexibility in learning.However, the progress in technology is by no means the guarantee of success. Whether teachers adopt this approach(network-based E-learning) is the critical factor. This research combined the Innovation Diffusion Theory (IDT) by Rogers and Unified Theory of Acceptance and Use of Technolog(UTAUT) by Venkatesh et al. to establish the framework of our theory, and applied open-source MOODLE as E-learning platform to explore factors that affect teachers’ adopting network-based E-learning sys-tem. The research subjects in this study are teachers in Changhua County; the investi-gation is carried out in three stages – holding MOODLE-related workshops, holding E-learning curricula establishing contests and conducting questionnaire surveys.Results in our research show that the perceived attributes of innovation in network-based E-learning system, such as relative advantage, ease of use, compatibility, public image, self-efficacy, and communication channels… etc., all have significant effects on behav-ior intention, while user behavior is directly influenced by behavior intention and com-munication channels.Furthermore, using moderators such as genders, age, experience and voluntariness of use as effecting factors in our study shows that only age and vol-untariness of use have impact on behavior intention. The research finds out in addition that teachers generally show inclinations to adopt network-based E-learning system in their teaching. However, the actual user be-havior is somewhat low. This indicates that teachers are usually overworked, thus have more desire than energy to adopt innovative network-based E-learning system in their teaching activity.

碩士
雲林科技大學
資訊管理系碩士班
99
The rise of e-learning has been nearly a decade. So far, there are more than 70% of the universities that provide e-learning platform for students in Taiwan. Further, students in universities were familiar with t e-learning as a means to conduct after-school reviewing or to retrieve the knowledge. But most discussion of e-learning studies in Taiwan have been devoted to the related topics such as “system development”. 　　In view of this, the purpose of this study is to understand T students’ acceptance of e-learning system in higher education in Taiwan as a starting point. This study adopts theories from Innovation Diffusion Theory and Theory of Planned Behavior to build the main research framework for exploring the students’ intention of adopting e-learning. This study used Judgmental Sampling and conducted an Internet questionnaire survey. Consequently, 678 valid questionnaires returned and were analyzed by the method of Structural Equation Modeling (SEM) as a confirmatory research. This study tries to provide an effective comprehensive framework. It also attempts to make up the deficiency in the studies of e-learning acceptance in Taiwan. The study may be used as a reference for those universities which are using or developing an e-learning platform. 　　The results showed that Attitude, Subjective Norm, and Perceived Behavioral Control had positive influences on the Intention of adopting e-learning. Among these, Attitude had the most influence. The second impact was Perceived Behavioral Control. Finally, Subjective Norm affects the least. As for innovation attributes, Relative Advantage, Compatibility, and Observability had positive influences on the Attitude. Complexity had negative influence on the Attitude. However, Trialability had insignificant impacts.

Randomized, controlled clinical trials, although important for ensuring safety and efficacy, are criticized for being an inadequate validation process for certain medical innovation modalities and conditions. The main limitations and causes for critique are high costs, long duration, low patient recruitment, design rigidity and ethical issues. At the same time, there is growing evidence that patients and their family members innovate in treatments, therapies, and medical devices. These patient innovators are increasingly recognized as an important source of innovation. Although there is a fairly complex structure developed to formally validate healthcare products, little is known about the paths patient innovators take to validate their solutions before involving health regulators. In this context, we attempt to answer the following research questions: What are the patterns of the validation processes undertaken by patient innovators for their innovations? How can current practices of patient innovation validation be improved from its comparison with observational studies and clinical trials? To address these questions, we study cases of patient innovators who attempted to share their innovations with other patients. More specifically, we structure the observed processes of patient innovation diffusion as a process model for an iterative observational trial process in which incremental validation of the innovation is performed by diffusing it to other patients. We contrast this process with a general streamlined process of randomized clinical trials. We argue learning from the patient innovators practices is important for discussing viable frameworks and structures for improving the safety and efficacy of these processes. We discuss related implications to innovation research, management and policy.

As new teaching and learning technologies begin to challenge the boundaries between time and place, distance and elearning are becoming mainstream approaches to increase access and improve quality in post-secondary education. Educators and educational managers are being challenged by the need to manage technology integration within institutions and within education systems. In 2007, the Government of Botswana established a new technical college with the specific mandate to expand technical and vocational education and training (TVET) provision by introducing distance and elearning programme delivery. This thesis reports on the findings of a case study undertaken during the first two years of the life of the college. The study aimed to identify the organisational structures and change processes needed for the successful implementation of distance and elearning and to discover how these structures and processes can be best managed. The field work was carried out within an interpretive paradigm in a longitudinal case study over 30 months. The approach was ethnographic and the data collection methods included documentary analysis and participant observation. Focussed interviews were carried out with a purposive sample of key respondents in order to further explore observations. Different theoretical and practical models of technology integration were investigated and the MIT 90s model was considered to be the most applicable and pragmatic. Theories of organisational change were researched to help understand the process. Lewin’s seminal work on field theory, group dynamics and the 3-step change model with the notion of driving and restraining forces on change gave a framework against which to analyse the process of change. The findings detail a change process which features a lack of preparation, perceived lack of management commitment by staff and poor timing in a top down approach to introducing distance and flexible learning. The findings show how an external group of change agents working as technical experts within clearly defined policy objectives and facilitating extensive staff development, were an insufficient driving force for change against the restraining forces of a bureaucratic organisational culture, strong mental models of traditional teaching and perceived lack of leadership.
Sociology
D. Litt. et Phil. (Sociology)