Academic workload: the silent barrier to the implementation of technology-enhanced learning strategies in higher education

References

• Aldridge, S. (2013, March 20). 3 ways technology-enhanced courses benefit learners [Blog post]. The Online Learning Curve. Retrieved from http://www.learninghouse.com/blog/publishing/3-ways-technology-enhanced-courses-benefit-learners
   Google Scholar
• Anderson, C. (2012). Barriers and enablers to teachers’ adoption of online teaching at an Australian university ( Doctoral dissertation). Retrieved from https://researchbank.rmit.edu.au/eserv/rmit:160215/Anderson.pdf
   Google Scholar
• Australian Council for Educational Research. (2011). ACER Higher Education Update, 7. Retrieved from http://www.tda.edu.au/cb_pages/files/ACER%20Higher%20Education%20Update%207.pdf
   Google Scholar
• Barrett, L., & Barrett, P. (2008). The management of academic workloads: Full report on findings. London: Leadership Foundation for Higher Education. Retrieved from http://www.research.salford.ac.uk/maw/cms/resources/uploads/File/Barrett%20long%20report%20links%20final.pdf
   Google Scholar
• Bates, T. (2000). Managing technological change: Strategies for college and university leaders. San Francisco, CA: Jossey-Bass.
   Google Scholar
• Bates, T. (2004). The promise and the myths of e-learning in post-secondary education. In M. Castells (Ed.), The network society: A cross-cultural perspective (pp. 271–292). Cheltenham: Edward Elgar. Retrieved from http://www.tonybates.ca/wp-content/uploads/2008/07/castell4.pdf
   Google Scholar
• Bates, T. (2005). Technology, e-learning and distance education. London: Routledge.10.4324/9780203463772
   Google Scholar
• Bath, D., & Bourke, J. (2010). Getting started with blended learning. Retrieved from http://www.griffith.edu.au/__data/assets/pdf_file/0004/267178/Getting_started_with_blended_learning_guide.pdf
   Google Scholar
• Benson, V., Anderson, D., & Ooms, A. (2011). Educators’ perceptions, attitudes and practices: Blended learning in business and management education. Research in Learning Technology, 19, 143–154. Retrieved from http://www.researchinlearningtechnology.net/index.php/rlt10.1080/21567069.2011.586676
   Google Scholar
• Biggs, J., & Collins, K. (1982). Evaluating the quality of learning: The SOLO taxonomy. New York, NY: Academic Press.
   Google Scholar
• Bleffert-Schmidt, A. (2011). The blended learning experience of community college students ( PhD dissertation). Available from ProQuest database. (Publication No. 3509552)
   Google Scholar
• Boitshwarelo, B. (2009). Exploring blended learning for science teacher professional development in an African context. International Review of Research in Open and Distance Learning, 10(4), 1–19. Retrieved from http://www.irrodl.org/index.php/irrodl
   Google Scholar
• Bredeson, P. (2003). The APC Summer Institute, 2003: A two-day workshop with Professor Paul Bredeson. Retrieved from http://research.acer.edu.au/apc_monographs/12
   Google Scholar
• Cavalli, E., Gnudi, A., Iovino, D., Lorenzi, A., & Malvisi, L. (2007). Lecturer perception of the effectiveness of blended learning and institutional support mechanisms. In A. Szücs & I. Bø (Eds.), Proceedings of European Distance and E-learning Network 2007 Conference, New Learning 2.0?—Emerging digital territories—Developing continuities—New divides (pp. 1–6). Budapest: EDEN. Retrieved from http://www.eden-online.org/system/files/Annual_2007_Naples_BOA.pdf
   Google Scholar
• Chalmers, D. (2011). Progress and challenges to the recognition and reward of the Scholarship of Teaching in higher education. Higher Education Research and Development, 30, 25–38. doi:10.1080/07294360.2011.536970
   Web of Science ®Google Scholar
• Clark, B. (2011). Moving the technology into the AU/LBS Classroom Project: Blended delivery: A literature review. Ontario: Ministry of Training, Colleges and Universities. Retrieved from http://www.hpedsb.on.ca/ec/elearning/documents/BeaClarkes-Blendedlearningreview.pdf
   Google Scholar
• Cuban, L. (2001). Oversold and underused: Computers in the classroom. Cambridge: Harvard University Press.
   Google Scholar
• Diaz, V., & Brown, M. (2010). Blended learning: A report on the ELI focus session ( ELI Paper 2: 2010). Boulder, CO: EDUCAUSE Learning Initiative. Retrieved from net.educause.edu/ir/library/pdf/ELI3023.pdf
   Google Scholar
• Dowdle. (2004). E-learning survey: Report on findings. York: Higher Education Academy.
   Google Scholar
• Fleck, J. (2012). Blended learning and learning communities: Opportunities and challenges. Journal of Management Development, 31, 398–411. doi:10.1108/02621711211219059
   Google Scholar
• Garrison, D. (2003). Blended approaches to teaching and learning: A position paper (Unpublished paper). Calgary: University of Calgary.
   Google Scholar
• Garrison, D., Anderson, T., & Archer, W. (2010). The first decade of the community of inquiry framework: A retrospective. The Internet and Higher Education, 13, 5–9. doi:10.1016/j.iheduc.2009.10.003
   Web of Science ®Google Scholar
• González, C. (2010). What do university teachers think eLearning is good for in their teaching? Studies in Higher Education, 35, 61–78. doi:10.1080/03075070902874632
   Web of Science ®Google Scholar
• Goodyear, P., & Ellis, R. (2008). University students’ approaches to learning: Rethinking the place of technology. Distance Education, 29, 141–152. doi:10.1080/01587910802154947
   Web of Science ®Google Scholar
• Goodyear, P., & Retalis, S. (2010). Technology enhanced learning: Design patterns and pattern languages. Rotterdam: Sense Publishers.
   Google Scholar
• Gormally, C., Evans, M., & Brickman, P. (2014). Feedback about teaching in higher ed: Neglected opportunities to promote change. CBE Life Sciences Education, 13, 187–199. doi:10.1187/cbe.13-12-0235
   PubMed Web of Science ®Google Scholar
• Gosper, M., McNeill, M., Phillips, R., Preston, G., Woo, K., & Green, D. (2010). Web‐based lecture technologies and learning and teaching: A study of change in four Australian universities. ALT-J Research in Learning Technology, 18, 251–263. doi:10.1080/09687769.2010.529111
   Web of Science ®Google Scholar
• Graham, C., & Dziuban, C. (2008). Blended learning environments. In J. M. Spector, M. D. Merril, J. V. Merrienboer, & M. P. Driscoll (Eds.), Handbook of research on educational communications and technology (3rd ed., pp. 269–276). New York, NY: Lawrence Erlbaum. Retrieved from http://byu.academia.edu/CharlesRGraham/Papers/564026/Blended_learning_environments
   Google Scholar
• Hartman, J., Dziuban, C., & Moskal, P. (2000). Faculty satisfaction in ALNs: A dependent or independent variable? Journal of Asynchronous Learning Networks, 4, 155–179. Retrieved from http://onlinelearningconsortium.org/read/journal-issues/
   Google Scholar
• Hartman, J., & Truman-Davis, B. (2001). The holy grail: Developing scalable and sustainable support solutions. In C. Barone, & P. Hagner (Eds.), Educause leadership strategies: Vol 5. Technology-enhanced teaching and learning—Leading and supporting transformation on your campus (pp. 45–56). San Fransisco, CA: Jossey-Bass.
   Google Scholar
• Harvey, L., & Williams, J. (2010). Fifteen years of quality in higher education. Quality in Higher Education, 16, 3–36. doi:10.1080/13538321003679457
   Google Scholar
• Henkel, M. (2005). Academic identity and autonomy in a changing policy environment. Higher Education, 49, 155–176. doi:10.1007/s10734-004-2919-1
   Web of Science ®Google Scholar
• Herrington, A., Schrape, J., Flintoff, K., Leaver, T., Molineux, M., & O’Hare, S. (2010). A scholarship program for academic staff to develop exemplary online learning tasks. In C. Steel, M. Keppel, P. Gerbic, & S. Housego (Eds.), Curriculum, technology & transformation for an unknown future. Proceedings ascilite Sydney 2010 (pp. 423–427). Retrieved from http://ascilite.org.au/conferences/sydney10/procs/Herrington-concise.pdf
   Google Scholar
• Hugo, G. (2008). The demographic outlook for Australian universities’ academic staff (Occasional Paper). Canberra: Council for Humanities, Arts and Social Sciences.
   Google Scholar
• James, R., Krause, K.-L., & Jennings, C. (2010, October 1). The first year experience in Australian universities: Findings from 1994–2009. Canberra: Commonwealth of Australia. Retrieved from http://www.griffith.edu.au/__data/assets/pdf_file/0006/37491/FYEReport05.pdf
   Google Scholar
• King, A. (1993). From sage on the stage to guide on the side. College Teaching, 41, 30–35. doi:10.1080/87567555.1993.9926781
   Google Scholar
• Kirkwood, A., & Price, L. (2014). Technology-enhanced learning and teaching in higher education: What is ‘enhanced’ and how do we know? A critical literature review. Learning, Media and Technology, 39, 6–36. doi:10.1080/17439884.2013.770404
   Web of Science ®Google Scholar
• Ko, S., & Rossen, S. (2004). Teaching online: A practical guide. Boston, MA: Houghton Miffin.
   Google Scholar
• Laurillard, D. (2007). Modelling benefits-oriented costs for technology enhanced learning. Higher Education, 54, 21–39. doi:10.1007/s10734-006-9044-2
   Web of Science ®Google Scholar
• Laurillard, D., Oliver, M., Wasson, B., & Hoppe, U. (2009). Implementing technology-enhanced learning. In N. Balacheff, S. Ludvigsen, T. de Jong, A. Lazonder, S. Barnes, & L. Montandon (Eds.), Technology-enhanced learning: Principles and products (pp. 289–306). Berlin: Springer Science+Business. doi:10.1007/978-1-4020-9827-7
   Google Scholar
• Lazarsfeld Jensen, A., & Morgan, K. (2009). The vanishing idea of a scholarly life: Workload calculations and the loss of academic integrity in Western Sydney. Australian Universities’ Review, 51, 62–69. Retrieved from http://issuu.com/nteu/docs/aur_51-02
   Google Scholar
• Matheos, K. (2010). Innovative practices research project ( COHERE Report on Blended Learning). Manitoba: Collaboration for Online Higher Education and Research (COHERE). Retrieved from https://facultycommons.macewan.ca/wp-content/uploads/REPORT-ON-BLENDED-LEARNING-FINAL1.pdf
   Google Scholar
• McIntyre, S., Watson, K., & Larsen, S. (2009). Strategies for large scale blended learning initiatives: Training, teaching and management. In E. Terry, A. Jefferies, & A. Bracq (Eds.), Proceedings of the 4th International Blended Learning Conference (pp. 295–308). Hatfield: University of Hertfordshire. Retrieved from unsworks.unsw.edu.au/fapi/datastream/unsworks:7750/SOURCE01
   Google Scholar
• McNickle, C., & Cameron, N. (2003). The impact of flexible delivery on human resource practices: Survey of TAFE managers. Adelaide: Australian National Training Authority.
   Google Scholar
• Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2009). Evaluation of evidence-based practices in online learning: A meta-analysis and review of online learning. Washington, DC: U.S. Department of Education.
   Google Scholar
• Mellar, H., & Jara, M. (2009). Quality assurance, enhancement and e-learning. In T. Mayes, D. Morrison, H. Hellar, P. Bullen, & M. Oliver (Eds.), Transforming higher education through technology-enhanced learning (pp. 19–31). York: The Higher Education Academy.
   Google Scholar
• Ocak, M. (2010). Blend or not to blend: A study investigating faculty members’ perceptions of blended teaching. World Journal on Educational Technology, 2, 196–210. Retrieved from http://www.world-education-center.org/index.php/wjet/index
   Google Scholar
• O’Connor, C., Mortimer, D., & Bond, S. (2011). Blended learning: Issues, benefits and challenges. International Journal of Employment Studies, 19, 63–83. Retrieved from http://iera.net.au/ijes_14.html
   Google Scholar
• Oliver, M., & Trigwell, K. (2005). Can ‘blended learning’ be redeemed? E-Learning, 2, 17–26. doi:10.2304/elea.2005.2.1.17
   Google Scholar
• Ooms, A., Burke, T., & Heaton-Shrestha, C. (2008). Introducing e-developers to support a university’s blended learning developments. ALT-J Research in Learning Technology, 16, 111–122. doi:10.3402/rlt.v16i2.10890
   Google Scholar
• Paechter, M., Maier, B., & Macher, D. (2010). Students’ expectations of, and experiences in e-learning: Their relation to learning achievements and course satisfaction. Computers & Education, 54, 222–229. doi:10.1016/j.compedu.2009.08.005
   Web of Science ®Google Scholar
• Partridge, H., Ponting, D., & McCay, M. (2011). Good practice report: Blended learning. Sydney: Australian Learning & Teaching Council.
   Google Scholar
• Perlmutter, D. (2011, July 29). Bridging the generational tech gap. The Chronicle of Higher Education (pp. B55–B58) Retrieved from http://www.hr.virginia.edu/uploads/documents/media/Chronicle_Rankings.pdf
   Google Scholar
• Picciano, A. G., & Dziuban, C. (Eds.). (2007). Blended learning research perspectives. Needham, MA: Sloan Consortium.
   Google Scholar
• Prensky, M. (2001). Digital natives, digital immigrants, part 1. On the Horizon, 9(5), 1–6. doi:10.1108/10748120110424816
   Google Scholar
• Price, L., & Kirkwood, A. (2010). Technology enhanced learning—Where’s the evidence? In C. H. Steel, M. J. Keppell, P.Gerbic, & S. Housego (Eds.), Curriculum, technology & transformation for an unknown future. Proceedings ascilite Sydney 2010 (pp. 772–782). Retrieved from http://ascilite.org.au/conferences/sydney10/procs/Price-concise.pdf
   Google Scholar
• Quentin-Baxter, M., Kelly, J., Probert, S., MacMahon, C., & Ferrell, G. (2008). A model for evidencing the benefits of technology-enhanced learning in higher education in the UK. In Hello! Where are you in the landscape of educational technology? Proceedings of ASCILITE 2008 (pp. 785–790). Retrieved from http://www.ascilite.org.au/conferences/melbourne08/procs/quentin-baxter.pdf
   Google Scholar
• Quigley. (2011). Academic identity: A modern perspective. Educate, 11, 20–30. Retrieved from http://www.educatejournal.org/index.php/educate
   Google Scholar
• Reushle, S., McDonald, J., & Postle, G. (2009). Transformation through technology-enhanced learning in Australian higher education. In T. Mayes, D. Morrison, H. Mellar, P. Bullen, & M. Oliver (Eds.), Transforming higher education through technology-enhanced learning (pp. 58–71). York: The Higher Education Academy.
   Google Scholar
• Rumble, G. (2011). Flexing costs and reflecting on methods. In L. Burge, C. Campbell Gibson, & T. Gibson (Eds.), Flexible pedagogy, Flexible practice: Notes from the trenches of distance education (pp. 243–255). Athabasca: Athabasca University Press.
   Google Scholar
• Russell, T. L. (2001). The no significant difference phenomenon: A comparative research annotated bibliography on technology for distance education. Montgomery, AL: IDECC.
   Google Scholar
• Samarawickrema, G., & Stacey, E. (2007). Adopting web‐based learning and teaching: A case study in higher education. Distance Education, 28, 313–333. doi:10.1080/01587910701611344
   Google Scholar
• Sappey, J., & Relf, S. (2010). Digital technology education and its impact on traditional academic roles and practice. Journal of University Teaching & Learning Practice, 7. Retrieved from http://ro.uow.edu.au/jutlp/
   Google Scholar
• Schneckenberg, D. (2009). Understanding the real barriers to technology-enhanced innovation in higher education. Educational Research, 51, 411–424. doi:10.1080/00131880903354741
   Web of Science ®Google Scholar
• Sellani, R., & Harrington, W. (2002). Addressing administrator/faculty conflict in an academic online environment. The Internet and Higher Education, 5, 131–145. doi:10.1016/S1096-7516(02)00090-8
   Google Scholar
• Sheehy, P., Marcus, G., Costa, F., & Taylor, R. (2006). Implementing e-learning across a faculty: Factors that encourage uptake. Proceedings of the 23rd ASCILITE conference: Who’s learning? Whose technology? (pp. 757–767). Sydney: Sydney University Press. Retrieved from http://www.ascilite.org.au/conferences/sydney06/proceeding/pdf_papers/p120.pdf
   Google Scholar
• Singleton, D. (2012). The transition from traditional to blended on-campus learning experiences ( PhD dissertation). Available from ProQuest database. (Publication No. 3524006)
   Google Scholar
• Starenko, M., Vignare, K., & Humbert, J. (2007). Enhancing student interaction and sustaining faculty instructional innovations through blended learning. In A. G. Picciano & C. D. Dziuban (Eds.), Blended learning: Research perspectives (pp. 161–178). Needham, MA: Sloan Consortium.
   Google Scholar
• Tynan, B., Ryan, Y., Hinton, L., & Lamont Mills, A. (2012). Out of hours: Final Report of the project e-Teaching leadership: Planning and implementing a benefits-oriented costs model for technology enhanced learning. Retrieved from http://www.olt.gov.au/resource-e-teaching-leadership-planning-and-implementing-benefits-oriented-costs-model-technology-en
   Google Scholar
• Valenzuela, F.-R., Fisher, J., Whale, S., & Adapa, S. (2013). Developing and evaluating social presence in the online learning environment. International Proceedings of Economics Development & Research, 60, 95–101. Retrieved from http://www.ipedr.com/
   Google Scholar
• Vardi, I. (2009). The impacts of different types of workload allocation modes on academic satisfaction and working life. Higher Education, 57, 499–508. doi:10.1007/s10734-008-9159-8
   Web of Science ®Google Scholar
• Vaughan, N. (2007). Perspectives on blended learning in higher education. International Journal on E-Learning, 6, 81–94. Retrieved from http://www.editlib.org/j/IJEL/
   Google Scholar
• Walker, R., Voce, J., & Ahmed, J. (2012). 2012 survey of technology enhanced learning for higher education in the UK. Oxford: Universities and Colleges Information Systems Association. Retrieved from http://www.ucisa.ac.uk/groups/ssg/surveys.aspx
   Google Scholar
• Walker, R., Voce, J., Ahmed, J., Nicholls, J., Swift, E., Horrigan, S., & Vincent, P. (2014). 2014 survey of technology enhanced learning: Case studies. Oxford: Universities and Colleges Information Systems Association. Retrieved from http://www.ucisa.ac.uk/groups/dsdg/asg/~/media/7BCB3F2FF0E141A79A66BC87DDB34A14.ashx
   Google Scholar
• Wallace, L., & Young, J. (2010). Implementing blended learning: Policy implications for universities. Online Journal of Distance Learning Administration, 13. Retrieved from http://www.westga.edu/~distance/ojdla/
   Google Scholar
• Winter, R., & O’Donohue, W. (2012). Understanding academic identity conflicts in the public university: Importance of work ideologies. In N. Brown, S. M. Jones, & A. Adam (Eds.), Research and development in higher education: Connections in higher education (Vol. 35, pp. 340–351). Milperra: HERDSA. Retrieved from http://www.herdsa.org.au/wp-content/uploads/conference/2012/HERDSA_2012_Winter.pdf
   Google Scholar