Advances in E-learning-Experiences and Methodologies

The Role of Institutional Factors in the Formation of E-Learning Practices
ated interaction in real time appeared all the
more redundant and artificial. For these reasons,
synchronous CMC options remained unexploited
and removed from the learning practice.
Finally, the influence of the learning culture of
the organisation prevailed in specific e-learning
practices. In particular, the individualistic culture
and the competitive atmosphere of the institution
were reflected in individual-productivity and in
discourse practices as described above. In these
cases, the use of the technology served to support
individual efforts and achievements and
coincided with the dominant learning culture of
the organisation. This culture manifests itself in
the perception of students and lecturers, and is
embodied in formal institutional documents as
shown below:
At XXX [name of institution], we believe you
should be largely responsible for organising your
own work and meeting the requirements of the
programme. Although support with your studies
is always at hand if required, a strong emphasis
is placed on self-reliance. You will spend the
majority of your time on your own work rather
than with formal instruction. There is sufficient
time in your schedule for reading and reflection.
(Graduate Prospectus, p. 8)
Although collaborative e-learning practices
have emerged, these were typically associated
with sharing and exchange rather than with team
efforts or collaborative tasks which remained, by
and large, individual-based.
concLusIon
The aim of the study reported in this chapter was
to explore institutional and socio-organisational
factors involved in the adoption and use of learning
technology in higher education. In so doing,
the study attempted to address a perceptible gap
in the current e-learning literature.
Findings arising from the study indicate that
the adoption and use of learning technology is
strongly influenced by the socio-organisational
environment surrounding it. More specifically,
institutional factors are shown to play a vital
role in the formation and shaping of e-learning
practices within the context of LMS use in higher
education.
Organisational factors found to figure predominantly
include institutional conventions and
standards, pre-existing activities and routines,
existing resources available to the institution, and
finally, the institution’s organisational culture.
These factors have particular relevance in the
context of hybrid modes of e-learning implementation,
as they illuminate the tensions involved
in integrating technological innovation into an
established system.
Further analysis of the emerging socio-organisational
parameters, demonstrates the ways in
which these factors can both promote and inhibit
the integration of LMS. The important role played
by an array of organisational properties denotes
the institutional embeddedness of the e-learning
practice. Since institutions of higher education
can and do exhibit diversity in terms of their
socio-organisational characteristics (Ermann,
1995), efforts to integrate learning technology
across academic organisations should expect to
encounter inconsistent and contradictory consequences
(Robey & Bourdreau, 1999).
Within hybrid models of e-learning implementation,
the role played by pre-existing rules and
resources becomes all the more significant as the
technological environment is meant to complement,
rather than replace, the existing and long
established learning system. The analysis suggests
that, in cases where technology was introduced
to supplement existing arrangements, that is, to
compensate for deficiencies affecting the existing
off-line setting, the integration process was typically
vigorous and accelerated. Clearly, difficulties
and challenges also arose as the online system was
seen to compete or clash with its veteran off-line
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