A Framework to study the effect of Service, Delivery, and Quality on the Implementation of eLearning Information Systems

Sandra Gallagher

Research output: ThesisDoctoral Thesis

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Abstract

Educators’ critical resistance to using technology in the classroom is beginning to evolve because classroom technologies have advanced the ability for students to learn more efficiently and quickly. Access to mobile technologies and the abundance of information available at students’ fingertips has turned education into a complex environment. Information communication technology has had a positive outcome for learners and educators alike. The ability to access current information is a valuable tool that complements face-to-face sessions. An eLearning Information System that is integrated into the classroom can make learning more relevant and enhance the learning experience. Educators have a responsibility to keep abreast of changes and to ensure that their students receive up-to-date content (Bain & Weston, 2012; Lawless & Pellegrino, 2007). Understanding and working with these changes removes many perceived complexities associated with integrating digital education into the classroom. Accessing this just-in-time information, which is quick access to information found on the internet, allows students to learn the skills of critical analysis. Students having information at hand and being able to judge it as correct and relevant to their learning also encourages them to collaborate with their peers and educators. This research explored many facets of pedagogy, eLearning, information systems, information technology and management frameworks. This study assists educators to convert paper-based information into online modules that are relevant to student learning. This outcome is not as simple as uploading paper content into a learning management system because it also involves processes, pedagogical learning and instructional design methods. This research highlighted gaps in the eLearning information system literature, which led to the resulting study on integrating eLearning Information Systems within a blended classroom setting. This research also explored the use of different languages within educational research and highlights that this sometimes reflects the confusion that reigns across various information systems, eLearning and blended learning environments within the information and communication technologies sectors. The significant contribution of this study is in the complex array of eLearning information system practices within the higher education setting that it identifies. This thesis highlights the relationship between classroom-based delivery and technology use. The research findings highlight the critical role of having a useful information-technology-based framework to follow and the effective execution of these blended practices.
Original languageEnglish
QualificationDoctor of Information Technology
Awarding Institution
  • Charles Sturt University
Supervisors/Advisors
  • Burmeister, Oliver, Principal Supervisor
  • Sixsmith, Alan, Co-Supervisor, External person
Place of PublicationAustralia
Publisher
Publication statusPublished - 2020

Grant Number

  • eLearning
  • Information Systems
  • Education
  • Frameworks

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