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Virtual Learning Environments: Three Implementation Perspectives
Linköping University, Department of Management and Engineering. Linköping University, The Institute of Technology.
2005 (English)In: Learning, Media and Technology, ISSN 1743-9884, Vol. 30, no 3, 299-311 p.Article in journal (Refereed) Published
Abstract [en]

Universities worldwide offer web-based courses distributed by virtual learning environments (VLEs). A common theoretical framework for implementing VLEs is the pedagogical perspective of instructional design. In this paper, three perspectives of implementation from information systems implementation research and organization theory are presented: implementation as technology acceptance, implementation as diffusion of innovations and implementation as a learning process. These perspectives focus on the VLE as an information system within an organization, the university. The models reviewed offer an important complementary perspective to the pedagogical view of instructional design. The three implementation perspectives are compared and a conclusion is made concerning their implications of successful use and implementation of VLEs.

Place, publisher, year, edition, pages
2005. Vol. 30, no 3, 299-311 p.
National Category
Social Sciences
Identifiers
URN: urn:nbn:se:liu:diva-14635DOI: 10.1080/17439880500250527OAI: oai:DiVA.org:liu-14635DiVA: diva2:24068
Available from: 2007-09-21 Created: 2007-09-21 Last updated: 2013-11-19
In thesis
1. Virtual Learning Environments in Higher Education: A Study of User Acceptance
Open this publication in new window or tab >>Virtual Learning Environments in Higher Education: A Study of User Acceptance
2007 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

The aim of the thesis was to create knowledge about factors influencing acceptance of virtual learning environments among academic staff and students in blended learning environments. The aim was operationalised by four research questions. To answer the research questions, several studies were performed applying the methods of survey study, conceptual-analytical research, a qualitative meta-analysis combined with a single case study and a comparative, explanatory case study. The empirical studies were performed at five universities in Sweden, Norway and Lithuania. In the thesis, a technology acceptance perspective extended with the perspectives of organisational learning and diffusion of innovations was used. The findings indicated that the contextual factor of culture was powerful in influencing acceptance of virtual learning environments, positively as well as negatively. High degrees of performance expectancy, results demonstrability and social influence affected acceptance of virtual learning environments positively. The degree of social influence was hypothesised to be mediated by the contextual factor of culture. The organisational culture of universities, expressed as shared values of what is good quality teaching and learning, were found to partly oppose values inherent in the virtual learning environments. The factor of students’ learning styles did not have any impact on acceptance of virtual learning environments. The original version of the technology acceptance model was found to be insufficient in explaining differences in acceptance of virtual learning environments. In the conclusions of the thesis, a descriptive and explanatory model of virtual learning environments acceptance among academic staff and students in blended learning environments is presented applying the combined perspectives of organisational learning, technology acceptance and diffusion of innovations. Implications for practice are put forward, emphasizing culture as an important factor to consider in the implementation of virtual learning environments.

Place, publisher, year, edition, pages
Institutionen för ekonomisk och industriell utveckling, 2007. 137 p.
Series
Linköping Studies in Science and Technology. Dissertations, ISSN 0345-7524 ; 1114
Keyword
e-learning, web-based learning, virtual learning environment, technology acceptance, organisational learning, diffusion of innovations
National Category
Information Science
Identifiers
urn:nbn:se:liu:diva-9665 (URN)978-91-83831-46-3 (ISBN)
Public defence
2007-10-01, Hörsal Planck, Fysikhuset, Campus Valla, Linköpings universitet, Linköping, 13:15 (English)
Opponent
Supervisors
Available from: 2007-09-21 Created: 2007-09-21 Last updated: 2009-05-05
2. Virtual learning environments in higher education: a study of students' acceptance of educational technology
Open this publication in new window or tab >>Virtual learning environments in higher education: a study of students' acceptance of educational technology
2005 (English)Licentiate thesis, comprehensive summary (Other academic)
Abstract [en]

Virtual Learning Environments (VLEs) are fundamental tools for flexible learning in higher education, used in distance education as well as a complement to teaching on campus (blended learning). VLEs imply changing roles for both teachers and students. The general aim of this thesis is to explore and analyse students- acceptance of VLEs in a blended learning environment.

In the explorative part of the study data were collected by means of a questionnaire distributed to students at two schools at Jönköping University College. Quantitative data were processed in factor analysis and multiple regression analysis and additional qualitative data in content analysis. The conceptual-analytical part of the study aimed at identifying perspectives that could describe critical and relevant aspects of the process of implementation and acceptance. Literature from Organisation Theory, Management and Information Systems Research was analysed. A retrospective analysis of the explorative findings, by means of the theoretical framework from the conceptual-analytical part of the study, focused on explanation of the findings.

This thesis gives rise to three main conclusions. First, organisational factors seem to have a stronger impact on students- acceptance of VLEs in a blended learning environment than user factors. Second, Implementation models from Information Systems Research and Organisation Theory contribute to our understanding of students- acceptance of VLEs by providing concepts describing the implementation process on both individual and organisational level. Third, the theoretical models of Unified Theory of Acceptance and Use of Technology and Innovation Diffusion Theory are able to explain differences in students- acceptance of VLEs. The Learning Process Perspective obtains concepts to study the possibilities of learning about the VLE in a formal and informal way. Finally, a research model for students- acceptance of VLEs in a blended learning environment is presented.

Place, publisher, year, edition, pages
Linköping: Linköpings universitet, 2005. 93 p.
Series
Linköping Studies in Science and Technology. Thesis, ISSN 0280-7971 ; 1167
National Category
Computer Science
Identifiers
urn:nbn:se:liu:diva-33206 (URN)19193 (Local ID)91-85299-56-1 (ISBN)19193 (Archive number)19193 (OAI)
Presentation
2005-06-03, John von Neumann, Hus B, Linköpings Universitet, Linköping, 13:15 (Swedish)
Available from: 2009-10-09 Created: 2009-10-09 Last updated: 2013-11-19

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Keller, Christina

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