Conversations with the Digitally Happy: Exploring the experiences of e-learning champions.

Abstract

This dissertation is concerned with the experiences academic staff have with Information and Communication Technology (ICT) when they use it for teaching and learning – often referred to as e-learning or, more recently, Technology Enhanced Learning (TEL). The author is both a student of e-learning and a professional working as a learning technology specialist in a UK HEI; conscious of the potential duplicity this nonetheless affords the study both critical and practical viewpoints respectively. An underpinning theme is a concern about the large investments made in ICT for teaching and learning and what many commentators perceive to be the (lack of) benefits. The research cohort is four academic staff drawn from different faculties in the same HEI – e-learning champions themselves, they might be termed the ‘digitally happy’. Through a qualitative analysis of interviews supported by the author’s ethnographic position in the university and many informal conversations over a 12 month period, key issues of time, attitudes, cost and equipment reliability emerge. The dissertation ends with recommendations addressing administration, pedagogy, attitudes and policy that are aimed at narrowing the dichotomy between expectations (rhetoric) and outcome (reality).

Date of Award	19 Jan 2010
Original language	English
Awarding Institution	Edge Hill University