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Abstract
An understanding of the role of e-learning needs to be accompanied by a realisation of the variety of social dimensions in the innovation process. As most studies in this domain are typically context-independent, this research, building on structuration theory, seeks to investigate different interpretations and uses of course management systems (CMSs) in an academic context. For the purpose of this research, a case study has been conducted on the introduction of a CMS in a higher education institution. Findings from this empirical study have been drawn on to illuminate how this system is employed in disparate manners by different groups of academics and what are the reasons behind this discrepancy. The study also demonstrates that the practice lens (Orlikowski, W.J., 2000. Using technology and constituting structures: a practice lens for studying technology in organizations. Organization Science, 11 (4), 404–428), viewing the use of technology as a process of enactment, presents a useful insight for explanation and synthesis of the variations in usage patterns.
Acknowledgements
I express my sincere gratitude to Professor Ian Angell for all his intellectual guidance, and especially for his critical remarks. I also acknowledge the professors who participated in this study and graciously shared their thoughts and ideas. Finally, I extend my gratitude to Dr Steve Sawyer and Dr Ali Abdollahi Nasab for making precious comments on this work.