ERIC Number: EJ1011304
Record Type: Journal
Publication Date: 2013-Jul
Pages: 10
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0007-1013
EISSN: N/A
Does a University Teacher Need to Change e-Learning Beliefs and Practices When Using a Social Networking Site? A Longitudinal Case Study
Scott, Karen M.
British Journal of Educational Technology, v44 n4 p571-580 Jul 2013
While much of the e-learning development at universities in the past 15 years has been on institutionally supported Learning Management Systems (LMSs), alternative educational technologies are being taken up following the rapid growth in emerging technologies, including social networking sites (SNSs). While teachers may choose educational technologies based on their beliefs, change in beliefs, and thus the technology teachers use, can be difficult. This longitudinal research examines how one teacher changed from teaching fully face-to-face to teaching through blended learning, initially using an LMS, then an SNS. The focus is the change in the teacher's e-learning beliefs and practices following her initial reluctance to use an SNS, which she attributed to her gender, age and education. Four key findings are highlighted. Firstly, while it can be difficult for teachers to change their beliefs, critical unmet expectations can usefully stimulate dialogue and collaboration, leading to change in beliefs and practices. Secondly, development of e-learning resources on an SNS may follow an iterative process, involving experimentation. Thirdly, gender, age and prior experience may affect teachers taking up e-learning, especially emerging technologies such as an SNS. Finally, this study has demonstrated the value of using longitudinal, qualitative research to understand change in a university teacher's e-learning beliefs and practices over time.
Descriptors: College Faculty, Computer Attitudes, Technology Integration, Educational Technology, Longitudinal Studies, Case Studies, Social Networks, Computer Uses in Education, Age Differences, Gender Differences, Educational Attainment, Prior Learning, Foreign Countries, Attitude Change, Mentors, Blended Learning
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: Practitioners
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia
Grant or Contract Numbers: N/A