Virtual Faculty Development Using Top-down Implementation Strategy and Adapted EES Model

Drlík, Martin; Skalka, Ján

doi:10.1016/j.sbspro.2011.11.117

Cited by 17 publications

(10 citation statements)

References 9 publications

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Section: Theoretical Frameworkmentioning

confidence: 99%

“…A study conducted by Drlik and Skalka used the EES and top-down model together to “broaden the ideas of e-learning to the wider community of teachers […]” and to select a LMS (Drlik and Skalka, 2011, p. 618). Training involved specific strategies to train teachers on the new LMS and processes examined “rules, procedures and responsibilities” (Drlik and Skalka, 2011, p. 620). The Drlik and Skalka approach using both ESS and the top-down model found identifying specialists, their role and clear communication to all stakeholders to be the first step in implementation.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

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A significant impact: a grassroots community of practice

O’Callaghan¹,

King²,

Miller³

2019

JARHE

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Purpose To determine the effectiveness of the Instructional Technologies and Learning Spaces Special Interest Group (SIG), a study was planned for the 2016–2017 academic year. An anonymous attitudinal survey was designed to help researchers determine the following: if the SIG webinars were useful to their teaching practice; if the participants had positive experiences in the webinars; what participants gained through webinar participation; if the webinar format was easy to use; if the participants intended to continue participating in future SIG offerings; and what gaps in SIG programming might exist. The paper aims to discuss these issues. Design/methodology/approach This mixed method study examines the attitudes of faculty who participated in events hosted by a SIG that was used to support faculty development for the fourth largest system of two-year colleges and four-year universities in the USA. Findings Results of the study indicate that the methods used by the SIG were well-received by faculty across the state and that the programming was found to be valuable and helpful in informing their pedagogical practice, particularly in online environments. Research limitations/implications Given the subjective nature of this study (i.e. mixed methods), some caution should be taken when interpreting the results. Originality/value This paper provides insight into a potential method of providing high-quality professional development to faculty at multiple institutions or across large geographic distances, including adjuncts and teaching assistants.

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Section: Theoretical Frameworkmentioning

confidence: 99%

Section: Theoretical Frameworkmentioning

confidence: 99%

A significant impact: a grassroots community of practice

O’Callaghan¹,

King²,

Miller³

2019

JARHE

View full text Add to dashboard Cite

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“…Still, many initiatives fail due to firms lacking capabilities to absorb new knowledge through learning initiatives [3], [4]. This case study draws on earlier studies which show that e-learning initiatives within higher education are more successful than in the workplace [5]. Reasons for this are because other conditions cause dilemmas in the work organization, on management levels, in the user interface and in the system development process [6], [7].…”

Section: Introductionmentioning

confidence: 99%

E-learning Readiness and Absorptive Capacity in the Manufacturing Industry

Hattinger

Eriksson

Malmsköld

et al. 2014

Int. J. Adv. Corp. Learn.

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Abstract-The manufacturing industry constantly strives to develop the competencies of their expert production engineers in order to achieve and maintain a competetive advantage. Research shows that the absorptive capacity of a firm is central in order to reach such a goal. The absorptive capacity is the firm´s ability to recognize the value of new external information, assimilate it, and apply it to commercial ends, and thereby exploit the conditions for innovation. In this paper the concept of absorptive capacity is used as a lens for analyzing managerial rationales for engaging in technology enhanced competence development projects. Through interviews with key informants in 15 manufacturing firms we study the capabilities and readiness that organizations need for participation in e-learning initiatives. We present a framework of readiness for technology enhanced competence development comprised of the following interrelated constructs; awareness, e-learning maturity, dynamic capability and co-creativity. Results show a broad variation of levels within the constructs among the firms. Notable is the low level of e-learning maturity and dynamic capability. We argue that e-learning maturity is dependent on all four constructs.Index Terms-absorptive capacity, e-learning readiness, technology enhanced competence development, workintegrated learning.

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“…The thrust of the literature examining top-down and bottom-up approaches is that there needs to be increased support from top managers for e-learning projects that originate from an individual staff member or a small group, which requires flexible, open, and responsive structures and strategies (Backhouse, 2013). A few studies have attempted to reconcile top-down and bottom-up approaches in order to gain a shared commitment from academic staff and senior managers (Drlika & Skalkaa, 2011;Marshall, 2010;Sharpe, Benfield, & Francis, 2006).…”

Section: Introductionmentioning

confidence: 99%

Change levers for unifying top-down and bottom-up approaches to the adoption and diffusion of e-learning in higher education

Singh

Hardaker

2017

Teaching in Higher Education

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Using Giddens’ theory of structuration as a theoretical framework, this paper outlines how five prominent United Kingdom universities aimed to integrate top-down and bottom-up approaches to the adoption and diffusion of e-learning. The aim of this paper is to examine the major challenges that arise from the convergence of bottom-up perspectives and top-down strategies. Giddens’ theory is used to understand the dynamics of organisational change as they pertain to the adoption and diffusion of e-learning. This is intended to support our understanding of the interplay between top-down strategy and bottom-up adoption of e-learning. From the research and from our findings, we present a set of change levers that are intended to provide practical value for managers responsible for the diffusion of e-learning strategy in higher education

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Virtual Faculty Development Using Top-down Implementation Strategy and Adapted EES Model

Cited by 17 publications

References 9 publications

A significant impact: a grassroots community of practice

A significant impact: a grassroots community of practice

E-learning Readiness and Absorptive Capacity in the Manufacturing Industry

Change levers for unifying top-down and bottom-up approaches to the adoption and diffusion of e-learning in higher education

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