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Learning from Transitioning to New Technology that Supports Online and Blended Learning: A Case Study
PROCEEDING

, , University of Calgary, Canada

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Washington, DC, United States Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

Transitioning from one technology to another within educational institutions is complex and multi-faceted, and requires time. Such a transition involves more than making the new technology available for use. It requires knowing the people involved, designing differentiated support structures, and integrating various resources to meet their learning needs and preferences. The purpose of this article is to share a case study that examined a transition process that occurred in a faculty of education as it changed both its learning management systems and the synchronous audiographic web conferencing program. The study investigated factors that influenced the transition (e.g., communication, nature and type of educational development in fostering online teaching capacity). Three key implications of practice are shared that influence a successful transition to new technology.

Citation

Lock, J. & Johnson, C. (2016). Learning from Transitioning to New Technology that Supports Online and Blended Learning: A Case Study. In Proceedings of E-Learn: World Conference on E-Learning (pp. 184-192). Washington, DC, United States: Association for the Advancement of Computing in Education (AACE). Retrieved October 14, 2019 from .

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