Why hasn't technology disrupted academics' teaching practices Understanding resistance to change through the lens of activity theory

By Françoise Blin, Morag Munro. Comput. Educ., 2008

552 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Human Factors and Ergonomics

View Paper: https://www.semanticscholar.org/paper/e8aebdb31c0e3e548c6e15778e0d1ffef89f742c

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Adrian Kirkwood
2. Linda Price
3. E. Voronina
4. N. Emelyanova

In Education

1. Adrian Kirkwood
2. Linda Price
3. E. Voronina
4. N. Emelyanova

In Human Factors and Ergonomics

1. E. Voronina
2. N. Emelyanova

Citations in the corpus

• Technology-enhanced learning and teaching in higher education: what is ‘enhanced’ and how do we know? A critical literature review (2014, background): “However, what is more commonly found in practice is that technology is used to replicate or supplement traditional activities (Blin & Munro 2008; Eynon 2008; Roberts 2003).”
• Introducing a Learning Management System at a Russian University: Students' and Teachers' Perceptions. (2014, background): “Consequently, ubiquitous implementation of e-learning is limited by the absence of a holistic view of what should be done to make it effective and resistance to change amongst academic staff (Blin & Monro, 2008; Keaster, 2005).”
• Student Engagement Predictions in an e-Learning System and Their Impact on Student Course Assessment Scores (2018, background): “,e VLE stores course lectures, materials, and assessment information [9, 10].”