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Blended Learning and the New Pressures on the Academy: Individual, Political, and Policy Driven Motivators for Adoption
Abstract
This chapter focuses on the factors relating to adopting blended learning by teaching academics and the associated social world around technology adoption in a large Australian university. Set up as an institutional case study, the findings are interpreted through two theoretical frameworks: diffusion of innovation theory and actor-network theory to reveal the complexities of innovation adoption. The chapter examines teaching academics’ individual motivations including the institution’s political and policy drivers, and shows how technology is shaped to fit a context, and how the context in turn shapes the use of technology. The closing discussion considers new work systems and processes that facilitate and accommodate change precipitated by technology adoption, and suggests how the transformation process might be supported.
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