| 3. |
- Keller, Christina, 1961-, et al.
(author)
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"I need to look my students straight in the face" : A case study of academic seminars online
- 2012
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In: Hawaii International Conference of Education 2012.
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Conference paper (other academic/artistic)abstract
- The academic seminar has, since Socrates, been the core of university culture. With the advent of the educatinal technology of virtual learning environments, opportunities of performing academic seminars online have come into existence. The aim of this study was to explore the perceived advantages and disadvantages of performing academic seminars online. The advantages of online seminars were opportunities of reflection and deep learning provided by asynchronous seminars. Furthermore, students not being able to do themselves full justice in classroom seminars performed better in online seminars. The prominent disadvantage of online seminars was their lack of spontaneous real-time interaction, and lack of clues such as body language, in teacher-learner interaction. Based on the findings of the study, university teachers carefully need to consider the underlying reasons for choosing a classroom seminar or an online seminar, and prepare themselves accordingly.
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| 4. |
- Keller, Christina, 1961-, et al.
(author)
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"We have such a beautiful campus!" : The Significance of Organisational Culture when Implementing Educational Technology
- 2015
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Conference paper (peer-reviewed)abstract
- Research objective: Learning management systems (LMS) is an important tool in higher education, in distance learning as well as on campus. The purpose of this study was to analyse factors influencing acceptance learning management systems among academic staff and students in blended learning environments.Methodology: The study was performed as a comparative, explanatory case study at three universities providing master education of public health in Sweden, Norway and Lithuania. The three universities implemented similar learning management systems during the same time span. The study was performed from a combined theoretical perspective of technology acceptance theories, diffusion of innovation and organizational learning. Qualitative interviews were performed with academic staff, such as deans, project managers and teachers. A survey questionnaire was distributed to public health master students at the three universities.Outcomes: Although the implemented learning management systems were similar and implemented in teaching and learning of the same academic discipline, the implementation strategies and the degree of acceptance of the learning management systems varied significantly between the three universities. The degree of acceptance was high at the Lithuanian university, low at the Swedish university and in between at the Norwegian university. The findings of the case study showed that the contextual factor of organisational culture was powerful in influencing acceptance of learning management systems, positively as well as negatively. The organizational culture of the universities, expressed as shared values of what is good quality teaching and learning, were found to partly oppose values inherent in the learning management systems. At the Swedish university, a strong orientation towards face to face teaching on campus hampered the implementation of the learning management system. At the Norwegian university, the learning management system was perceived as something necessary to survive as an academic institution, but also as a threat to academic freedom. Finally, at the Lithuanian university, the learning management system was perceived as a means of creating new opportunities for the academic institution as, as such, as something inherently good. These findings imply that organizational culture should be considered as a significant factor in implementation of educational technology.
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