The impact of collaborative e-learning on concepts of teaching (or e-Competent to teach Homo Zappiens?)

Abstract

Much has been written about the way in which e-Learning has changed learning in higher education without transforming it to meet the needs and expectations of Homo Zappiens (Homo Zappiens: Growing Up in a Digital Age. London: Network Continuum Education, 2006). The beliefs and practices of teachers in the sector have remained largely unchanged despite the widespread adoption of e-Learning. This study identifies key differences in the beliefs and practices of practitioners, reflecting levels of engagement with e-Learning. It shows how many e-Learning initiatives have led to the internalization of such change, with the adoption of exemplars and best practice. It considers why the examples of externalization (where exemplars are adapted to context and the modifications passed to others) are much more limited. Using activity theory, the barriers to such change are explained and lessons for future approaches to professional development derived. The nature of the transformation needed is explored in order to make the switch in higher education learning and teaching from analog to digital. Through an exploration of the nature of e-Learning innovation, it considers the learning communities that should be at the heart of such transformation. It should, therefore, be of value to practitioners wishing to innovate and those who design and deliver the professional development programs to support them. © 2010 Springer-Verlag Berlin Heidelberg.