Findings Summary

Focus in the findings is confined to the top six themes, and their significance to future uptake, support and training of TEL. These may also be most relevant to cash strapped metropolitan universities with large diverse student bodies. The findings have been divided into the following sections:

Please use the links above to navigate to each section for further detail and information. Alternatively, download the Findings PDF from the Downloads page, for reading offline.

Top 6 Themes

Of the sixteen themes most often occurring in the literature, the top six most frequently appearing themes were:

  • Institutional Support
  • Societal Changes
  • Pedagogy and Learning Design
  • Student Centred Learning
  • Learning Quality
  • Convenience/Work Life Balance

Research Group Findings brief summary

The Rogers Diffusion of Innovations Indicator for RG1 respondents were:

  • 1 Innovator
  • 2 Early adopters
  • 4 Early majority
  • 1 Late majority

Key factors highlighted by RG1 question set responses were  willingness and desire to work from home, desire for use of own devices and software, positive attitudes to technology advantages for learning quality and experiences, need for allocated time to redesign courses.

The most common themes talked about in RG2 were effectiveness measurement and top-down/bottom up driving factors. 

The most common themes talked about by RG3 were lack of skills in teaching staff, and perceived lack of significance of technology in learning experience advantage.

Final Problems and Benefits Hierarchy for top 6 themes

The final PBH was iteration 4, using aspects taken from all data sources. More research would need to be done to establish more than an overview glimpse, indicated below:

  • Institutional Support
    Problem: real, persistent
  • Societal Changes
    Problem: real, persistent
  • Pedagogy and Learning Design
    Problem and Benefit: real (strong), imagined (significant), persistent
  • Student Centred Learning
    Problem and Benefit (with ambivalence): real, imagined (significant), persistent
  • Learning Quality
    Benefit (with ambivalence): real (strong), imagined (significant), persistent
  • Convenience/Work Life Balance
    Problem: real, persistent