A case study of the barriers and enablers affecting teaching staff e-learning provision

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dc.contributor.authorSmy, Victoria
dc.contributor.authorCahillane, Marie
dc.contributor.authorMacLean, Piers
dc.date.accessioned2016-09-16T12:39:37Z
dc.date.available2016-09-16T12:39:37Z
dc.date.issued2016-09-16
dc.descriptionPresented at the International Conference on Information Communication Technologies in Education, 7-9 July, 2016, Rhodes Greece.en_UK
dc.description.abstractThe present paper reports the outputs of a focus group examining the perceived uses, enablers and barriers of utilising virtual learning environments (VLEs), amongst a small group of postgraduate teachers. Sixteen pedagogical/teaching functions were identified and were mapped to MacLean and Scott’s (2011) model of VLE elements. Whilst a number of enablers of VLE use were apparent, participants’ insights and inputs indicated a larger number of VLE barriers. It appears that the biggest barrier to overcome in using VLEs is finding the time to develop the materials and navigate the technology.en_UK
dc.identifier.citationCahillane M, Smy V, MacLean P. (2016) A case study of the barriers and enablers affecting teaching staff e-learning provision. In: International Conference on Information Communication Technologies in Education, Rhodes, 7-9 July 2016
dc.identifier.urihttp://dspace.lib.cranfield.ac.uk/handle/1826/10539
dc.identifier.urihttp://www.icicte.org/Papers_ICICTE2016/5.2 Cahillane Smy MacLean .pdf
dc.subjecteLearningen_UK
dc.subjectVirtual learningen_UK
dc.titleA case study of the barriers and enablers affecting teaching staff e-learning provisionen_UK
dc.typeArticleen_UK

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