ABSTRACT

Institutionally implemented learning technologies are often not adopted or are underused by academic staff. We aimed to better understand this problem by drawing on the notion of professional identity to explore the challenges academic staff experienced when they were to adopt a replacement learning management system (LMS). We describe a single case study approach in which focus group discussions, workshop evaluation data and documents are analysed. We found that challenges academic staff faced lay in the technology being a threat to professional identity, in the sense-making process, and in the diverse and individually distinct nature of teachers’ professional identities. Institutional support offered to facilitate staff adoption appeared not to fully address these challenges. The implications for academic development and technology implementation are explored.

摘要

学术人员通常不采用或未充分利用机构实施的学习技术。我们旨在通过利用专业身份的概念来探索学术人员在采用替代学习管理系统 (LMS) 时遇到的挑战，从而更好地理解这个问题。我们描述了一种单一的案例研究方法，其中分析了焦点小组讨论、研讨会评估数据和文件。我们发现，学术人员面临的挑战在于技术对专业身份的威胁、意义构建过程以及教师专业身份的多样性和个体差异性。为促进员工采用而提供的机构支持似乎并未完全解决这些挑战。