You are here:

Learning from Transitioning to New Technology that Supports Online and Blended Learning: A Case Study

, , University of Calgary, Canada

Journal of Interactive Learning Research Volume 28, Number 1, ISSN 1093-023X Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

Transitioning from one technology to another within educational institutions is complex and multi-faceted, and requires time. Such a transition involves more than making the new technology available for use. It requires knowing the people involved, designing differentiated support structures, and integrating various resources to meet their learning needs and preferences. The purpose of this article is to share a case study that examined a transition process that occurred in a faculty of education as it changed both its learning management systems and the synchronous audiographic web conferencing program. The study investigated factors that influenced the transition (e.g., communication, nature and type of educational development in fostering online teaching capacity). Three key implications of practice are shared that influence a successful transition to new technology.

Citation

Lock, J. & Johnson, C. (2017). Learning from Transitioning to New Technology that Supports Online and Blended Learning: A Case Study. Journal of Interactive Learning Research, 28(1), 49-64. Waynesville, NC: Association for the Advancement of Computing in Education (AACE). Retrieved December 17, 2018 from .

View References & Citations Map

Cited By

  1. Making Multimedia Meaningful: Outcomes of Student Assessment in Online Learning

    Carol Johnson, University of Melbourne, Australia; Jennifer Lock, University of Calgary, Canada

    Society for Information Technology & Teacher Education International Conference 2018 (Mar 26, 2018) pp. 1542–1549

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.