Review by: Schönwald, Ingrid (2004-06-23)

This publication describes the factors affecting the adoption of online learning by lecturers at Bournemouth University based on an action research approach. The author is associate head of academic services at Bournemouth University.

After a short literature overview of the general context of using learning technologies in higher education, the author describes the relevant institutional background of Bournemouth University as a vocational university. The strategic targets of the use of learning technologies include the development of more flexible approaches to learning and teaching and increasing income generated through enterprise activities. The key success factors for the adoption of learning technologies at Bournemouth University are described by a strong senior management support, funding for innovative learning and teaching projects and central faculty support services. Organisational measures include the constitution of a “Learning and Teaching Development Committee” as sub-committee of Senate and the appointment of senior academics as “Head of Learning and Teaching” within each school.

In order to identify lecturers’ views about learning technologies focus group style meetings were hold with eight lecturers and nine Programme Managers. The findings depict the differentiated perceptions of the lectures regarding the opportunities and drawbacks, as well as their views on encouraging and hindering factors of the diffusion of online learning. The article describes how the findings of this analysis were used for follow-up action at Bournemouth University, e. g. the incorporation of a more appropriate terminology in the communication with the faculty, enhancements of the technological infrastructure for online learning and the development of various recognition and reward mechanisms to increase the status of teaching.

The author closes with a critical reflection on the methodological restriction of action research, such as biases in the lecturers’ statements due to social desirability and the tension between he need to present findings in the public domain while respecting the confidentiality of those involved.

Thus the article comprises a good structured and candid survey of the faculty engagement process in a university. It presents interesting findings and practices and encloses a good reference list.