E-Learning Ecosystem Awareness and Professional Identity in e-Learning Technology Adoption

Universities adopt e-learning technologies hoping to improve learning and teaching and enhance competitiveness. However, the extent of take-up differs among academic teaching staff and often falls short of institutional aspirations. This research explores the adoption process in the context of a New Zealand university where a learning management system (LMS) is implemented. We draw on two fundamental notions: the learning ecosystem and professional identity to analyse qualitative data. Two exploratory studies are described, both conducted as parts of a longitudinal insider action research project. The first draws on focus group data from faculty based staff, both teaching and technology support, who are required to adopt the new e-learning technology. The second comprises communications from the central unit charged with facilitating the implementation of the new LMS institution-wide. By comparing data from faculty teaching teams and the central learning technology team, we provide insights into conceptions of the e-learning ecosystem, professional identity, and expertise that shape communications. We provide a series of practical and evidence-based recommendations for enhancing the adoption process.