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This paper describes a study that focused on long-term web-supported learning diffusion among lecturers at Tel Aviv University (TAU), from an organizational point of view. The theoretical models we used to examine this process are Rogers' model for "Diffusion of Innovation" (1995) and Bass's "Diffusion Model" (1969). The study was conducted between the academic years 2000/01 and 2007/08. At that time TAU implemented a project aimed to integrate knowledge technologies in academic instruction. The main results show that the diffusion process among lecturers using web-based instruction was rapid and reached over 77% of the total lecturer population. However, differences in diffusion among lecturers were found in terms of academic units. The diffusion process found behaves similarly to Rogers' Diffusion of Innovation theory and Bass's diffusion model. [ABSTRACT FROM AUTHOR]

This paper reports on research that has been carried out into the use, process, and effectiveness of an asynchronous online seminar within an undergraduate sports studies degree programme. Contemporary sources are used to justify the use of technology supported learning (TSL) in higher education and to inform a reflective and critical account of the planning and delivery of an asynchronous online seminar. Through student feedback gained from qualitative questionnaires, we conclude that the online seminar made a positive contribution to the learning experience of the majority of participating students. However, encouraging widespread participation was problematical. It was also clear that some participants only took part because of the extrinsic rewards on offer and that this might have had some impact on the quality of their learning experience (Biggs, 2003). Despite the benefits of the online seminar, we would also suggest that where student numbers are manageable, the benefits of a "blended" approach, delivering online seminars in conjunction with more traditional face-to-face seminars, should be considered. [ABSTRACT FROM AUTHOR]

In order to be able to cope with many authentic challenges in increasingly networked and technologically mediated life we need to construct opportunities for participants in higher educational settings to practice the advancement of self-directing intentional learning projects. In addition to teaching general strategies for carrying out these projects more emphasis should be put on acquiring some expertise regarding the selection and combination of a diverse set of technological means for own purposes. The various practices that are emerging around social media seem to be a promising field of experimentation in this regard. The knowledge and skills needed to select, use and connect different social media in a meaningful way form an important part of the dispositions in self-directing intentional learning projects. This paper argues for a course design in which participants are not simply engaged in developing knowledge, skills and orientations in regard to curricular subject matter and the use of technology but actively involved in self-directing intentional learning projects with the support of social media. The theoretical framework of this research is inspired by conceptual ideas developed within iCamp (http://www.icamp.eu) project. We will illustrate our line of argumentation with some empirical data collected from a pilot course taught at Tallinn University, Estonia. [ABSTRACT FROM AUTHOR]

The article seeks to clarify the meaning of mobile learning by applying its key concepts to learning experiences in post-school education. In other words, it seeks not to discuss one fixed meaning of mobile learning but to disassemble the basic components and provide an interpretation of the model in the context of higher education. The article argues that in order to comprehensively understand and define mobile learning, we should from the outset separate its key components and arrange them under three different concepts. The first concept relates to the mobility of the technology. The second concept hinges on increased learner mobility. The third concept examines the mobility and dynamism of the learning processes and the flow of information. The article concludes that knowledge in the modern world is transformed by the development of revolutionary technologies in society. [ABSTRACT FROM AUTHOR]

The purposes of this study are to examine faculty involvement in blended instruction and their attitudes towards the instructional method. The study also explored how universities support faculty in their current practices on blended instruction and the challenges in supporting faculty. The target population of this study was Institute of Higher Education (IHE) coordinators and faculty members of 151 extensive doctoral research universities classified by the Carnegie Foundations. Two online survey instruments, one for the coordinators and the other for faculty were administered to the target population. Of the 151 targeted population, 34 IHE representatives and 133 faculty members from 33 universities responded to the survey questionnaires. The study found that the most commonly selected blended method (64.4%) was face-to-face instruction with supplementary online instructional materials. In addition, faculty (95.9%) actively participated in designing, developing, and/ or maintaining their instructional materials. Most had positive attitudes towards blended instruction as they believed it played a role in improving the quality of their instruction. In addition, participating universities reported providing faculty with the necessary help such as an online help desk, workshops, instructional designers, and technology specialists in support of goals to increase the number of online or blended instruction. However, faculty workload (70.6%) and lack of faculty motivation and enthusiasm (61.8%) were the biggest challenges in pursuing the institutional goals. Based on the findings, suggestions are made to promote blended instruction. [ABSTRACT FROM AUTHOR]

Many universities implement e-learning for various reasons. It is obvious that the number of e-learning opportunities provided by higher educational institutes continues to grow in Korea. Yet little research has been done to verify the process of how university students adopt and use e-learning. A sample of 628 university students took part in the research. The structural equation modeling (SEM) technique was employed with the LISREL program to explain the adoption process. The general structural model, which included e-learning self-efficacy, subjective norm, system accessibility, perceived usefulness, perceived ease of use, attitude, and behavioral intention to use e-learning, was developed based on the technology acceptance model (TAM). The result proved TAM to be a good theoretical tool to understand users' acceptance of e-learning. E-learning self-efficacy was the most important construct, followed by subjective norm in explicating the causal process in the model. [ABSTRACT FROM AUTHOR]

The purpose of this qualitative research study is to gauge the current state of the academic developments in Educational Technology in order to identify pivotal issues and offer suggestions for future planning in Canada. This article explores the professional literature and the views of 25 senior faculty members from the twelve Canadian universities which offer or offered graduate degree programs in Educational Technology (and Distance Education). Findings from the study revealed one main category (challenges) connected to the academic field of Educational Technology in Canada with seven key sub-categories, namely, identity, standardization and professionalization, university politics, external influence, competition, funding, and teaching and learning. A synthesis of information sources is provided to delineate major patterns and generate new theory to help guide strategic program planning and evaluation. Recommendations suggest that greater attention should be invested in partnering and identity branding activities within the field to help leverage program success. [ABSTRACT FROM AUTHOR]