Electronic Pedagogy and Future University Business Models

Based on the International Conference on Information Systems’ (ICIS) 2014 senior scholars’ forum, we share insights on the relationship between evolving university business models and the adoption of electronic pedagogy. In recent years, particularly with the initiation of MOOCs, the potential for delivering high-quality and widely distributed coursework has expanded. However, particular instances of MOOCs and other electronic pedagogies do not guarantee equally high-quality educational outcomes for all participants. For example, some studies have suggested that most individuals completing MOOC coursework already have baccalaureate degrees, which contrasts with the idea that individuals undertake such coursework as a substitute for traditional degree programs. With this paper, we present varied experiences and views on using electronic pedagogy and report on both the conclusions and new questions raised about adopting these technologies for universities

Jam To-morrow and Jam Yesterday, but Never Jam To-day: The of Theology Libraries Planning the Twenty-first Century

The future of theology libraries is far from clear. Since the nineteenth century, theology libraries have evolved to support the work of theological education. This article briefly reviews the development of theology libraries in North America and examines the contextual changes impacting theology libraries today. Three significant factors that will shape theology libraries in the coming decade are collaborative models of pedagogy and scholarship, globalization and rapid changes in information technology, and changes in the nature of scholarly publishing including the digitization of information. A large body of research is available to assist those responsible for guiding the direction of theology libraries in the next decade, but there are significant gaps in what we know about the impact of technology on how people use information that must be filled in order to provide a solid foundation for planning

Technology enhanced learning in 21st century mass higher education. Aspects of design, practice and strategy for a necessary step change

Modern day mass higher education presents challenges for both learners and teachers. Whilst digital resources, Web 2.0 technologies and online connectivity can add significantly to the learning opportunities of 21st century students, many cross programme Virtual Learning Environment (VLE) provisions remain collections of somewhat disconnected and basic materials. In its early development, organised e-learning has generally been the province of specialist programmes and individuals championing the new technologies. However along with the adoption of technology enhanced learning, there is a growing need to develop, design and embed more fundamental and far reaching strategic approaches that embrace the core of traditional university learning and teaching programmes. This paper focuses upon a large undergraduate core module and discusses the implications of a practice based case study which explored how traditional campus based undergraduate learning and teaching could be redesigned and enhanced by the addition of online technology and e-pedagogy. It considers aspects of both pedagogical and technological design and examines how a VLE can support learners and teaching teams. Findings showed that students were extremely positive about the mix of onsite and online learning. They saw anytime, anywhere access as fundamental, and valued the flexible access and collaborative opportunities offered by Web 2.0 and mobile resources. Considerable operational benefits arose in supporting teaching teams and student marks increased. Drawing upon lessons learned from practice, and feedback gained from students and teachers, the paper examines how the approach may inform future curriculum delivery and programme specification. It considers the contribution that blended learning may make in addressing the needs of 21st century learners in mass higher education, and reflects on the implications of the case study in terms of aspects of design, practice and strategy

Planning for Success in Introducing and Embedding Technology to Enhance Learning

The authors reflect on the outcomes of recent change management projects for introducing technology into Higher Education in the UK and discuss key aspects which have led to success in the increasing use and subsequent embedding of learning technologies in the classroom. They focus on three areas where it is suggested that institutions need to ‘get it right’ in terms of justifying the expensive introduction of technology into the learning environment: the building and maintaining of the technical infrastructure; the provision of appropriate initial and continuing user support, which includes relating the use of technology to pedagogy; and the management of the impact of change on those who are faced with adapting to different ways of learning and teaching. These are mapped to a set of critical success factors by the authors. The paper investigate these firstly, via a case-study within a technology-focussed university, where its commitment to the enhancement of the student experience through using technology to support assessment and feedback mechanisms has increased. The authors explore how academics were encouraged to become further engaged within the process. Consequently, the use of technology in the classroom was no longer seen as being the preserve of a group of ‘enthusiasts’ or ‘early adopters’ but was perceived to be relevant to a wider user group. A further case-study shows how the critical success factors were applied to develop a flexible learning module within a more traditional teaching environment. This paper explores the importance of balancing underlying pedagogical approaches to the introduction of new technologies. It is proposed that while technology can be an excellent tool it should not drive the pedagogy. The aim finally is to ensure that throughout and following a period of change both academics and students can benefit from the appropriate use of technology to enhance learnin

Flying not flapping: a strategic framework for e‐learning and pedagogical innovation in higher education institutions

E‐learning is in a rather extraordinary position. It was born as a ‘tool’ and now finds itself in the guise of a somewhat wobbly arrow of change. In practice, changing the way thousands of teachers teach, learners learn, innovation is promoted and sustainable change in traditional institutions is achieved across hundreds of different disciplines is a demanding endeavour that will not be achieved by learning technologies alone. It involves art, craft and science as well as technology. This paper attempts to show how it might be possible to capture and model complex strategic processes that will help move the potential of e‐learning in universities to a new stage of development. It offers the example of a four‐quadrant model created as a framework for an e‐learning strategy

Flying not flapping: a strategic framework for e‐learning and pedagogical innovation in higher education institutions

E‐learning is in a rather extraordinary position. It was born as a ‘tool’ and now finds itself in the guise of a somewhat wobbly arrow of change. In practice, changing the way thousands of teachers teach, learners learn, innovation is promoted and sustainable change in traditional institutions is achieved across hundreds of different disciplines is a demanding endeavour that will not be achieved by learning technologies alone. It involves art, craft and science as well as technology. This paper attempts to show how it might be possible to capture and model complex strategic processes that will help move the potential of e‐learning in universities to a new stage of development. It offers the example of a four‐quadrant model created as a framework for an e‐learning strategy

Landscape Study in Wireless and Mobile Learning in the post-16 sector

In the post-16 sector (further and higher education, and adult and community learning) there is a need to understand how wireless and mobile technologies can contribute to improving the student experience of learning, and help institutions fulfil their missions in an age of incomparably fast technological change. In the context of this interest and growing need, a Landscape Study project was commissioned by JISC through the Innovation strand of the JISC e-Learning Programme in 2004-5. Our project aims were to take a birds-eye view of developments and practice in the UK and internationally, and to communicate our findings to a broad and varied audience. The Summary report is accompanied by 3 associated reports on 'Current Uses', 'Potential Uses' and 'Strategic Aspects'. (The four reports are available in one single document here.