Improving E-Learning Support and Infrastructure: An Evidence-Based Approach

Improving E-Learning Support and Infrastructure: An Evidence-Based Approach

Carmel McNaught (The Chinese University of Hong Kong, China), Paul Lam (The Chinese University of Hong Kong, China), Christina Keing (The Chinese University of Hong Kong, China) and Kin Fai Cheng (The Chinese University of Hong Kong, China)
Copyright: © 2006 |Pages: 20
DOI: 10.4018/978-1-59140-962-5.ch006
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Abstract

This chapter reports a study conducted in 2004 at The Chinese University of Hong Kong (CUHK) aimed at obtaining a much clearer picture about the use of e-learning at the university so as to develop new strategic directions on a firm evidence base. Multiple sources of data were collected, including: site logs, experts’ review of selected active Web sites, and interviews with 26 teachers. The data illustrate that e-learning at CUHK is still largely in the “innovators” and “early adopters” stages (Rogers, 2003). There lies a “chasm” ahead inhibiting moving further into the “mainstream” area. The analysis of the data revealed that what the teachers want from the technology, what they actually do, and what they can have access to for support are not totally aligned. The focus of the chapter is on how to improve this alignment so as to bridge the chasm. The study has been successful in eliciting university support for changes to the e-learning support system.

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