The main conclusion from the findings is that institutional support together with learning design considerations are perhaps the most significant forces surrounding adoption of TEL, as drivers (when present) and restrainers (when absent). The need for centralised support for academics in terms of time and professional assistance in order to learn new skills and develop new curriculum and course design so as to most benefit from potential uses of technology appears highly significant to that technology being adopted. How this is done perhaps remains the crux of the issue.
Conclusions from the research may in part then be ‘telling us what we might already know’ but the research may also have highlighted a need to think much more about approaches to analysing multiple sets of data which are relevant as a whole to this field. To then be able to put that data to use in practical ways in order to help overcome the issues found to be restraining TEL adoption remains the challenge.
Recommendations are made about how the RDI indicator, along with primary stakeholder and literature data, contextually prioritised (such as in the Problems and Benefits Hierarchy developed here) might be used to deliver smart training to individual personalised requirements. The online support model used by Facebook and Google, emphasising the ‘zero tolerance training’ of those applications when introducing new functions or design changes whilst providing comprehensive online help information, is also part of recommended ways forward deserving further consideration in relation to providing the ‘always on’ specialised support that academics and literature express a need for. Smart delivery discussed elsewhere in the literature is used as a comparison of such a shared sector-wide system being a possibility.
A suggestion is made of a separate study involving only metropolitan universities (literature and primary data) to further establish if forces do have particular significance, as no definitive outcomes are clear in this respect, beyond what might be assumed of any urban institutions perceived requirements.