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ERIC Number: EJ901414
Record Type: Journal
Publication Date: 2010-Nov
Pages: 13
Abstractor: As Provided
Reference Count: 54
ISBN: N/A
ISSN: ISSN-0007-1013
Overcoming Barriers for eLearning in Universities--Portfolio Models for eCompetence Development of Faculty
Schneckenberg, Dirk
British Journal of Educational Technology, v41 n6 p979-991 Nov 2010
This paper explores the role that eCompetence of faculty members play in the integration of eLearning in higher education. Learning technologies have the potential to enhance educational innovation, but the eLearning adoption rate of faculty in universities is so far disappointing. The motivation and capability of faculty to use information and communication technologies (ICT) in teaching and learning is influenced by competence development measures and wider institutional incentives that universities offer. The paper presents the findings of an international survey on eCompetence measures for faculty in 23 universities. Results show that traditional ICT training courses do not sufficiently motivate faculty to acquire the required competences and to engage in eLearning. Universities have to create innovative portfolios for faculty development which extend both the scope and breadth of formal training with non-formal measures like communities of practice, peer groups and networks. Beyond these competence development measures, institutional incentives like eLearning rewards and career opportunities for eLearning champions increase the motivation of faculty to sustainably use learning technologies for their courses.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A