Given what know (see the below) about the importance of people to the implementation of information systems and also to learning and teaching, how would you characterise the involvement of uses in the selection and implementation of an LMS at most universities? What impact does it have?
The importance of people
Similar findings and suggestions are evident in the educational and e-learning literature. John and La Velle (2004) argue that new technologies at most enable rather than dictate change. Dodds (2007) suggests that any excellence demonstrated by a University is not a product of technology, it is a product of the faculty, students and staff who play differing roles in the pursuit of scholarship and learning. For Morgan (2003), teaching and learning are two of the most highly personalised processes. Numerous authors (e.g. Alexander 2001; Oblinger 2003) identify understanding learners, and particularly their learning styles, attitudes, and approaches as essential to the effective facilitation of learning. For Watson (2006), it is clear that consideration of the human dimension is critical to education. Since, as Stewart (2008) observes, the beliefs held by those involved in the educational process, regardless of how ill-informed, can have a tremendous impact on the performance of both students and teachers and how effectively technology may be utilised. Personal characteristics have been found to influence e-learning implementation (Siritongthaworn, Krairit et al. 2006) and most universities are still struggling to engage a significant percentage of students and staff in e-learning (Salmon 2005). While technology may be the stimulus, the essential matters are complex and will be the purview of academics (Oblinger, Barone et al. 2001).
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