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Integrating Online Educational Activities in Traditional Courses: University-wide Lessons after Three Years

Integrating Online Educational Activities in Traditional Courses: University-wide Lessons after Three Years

Jane Klobas, Stefano Renzi
Copyright: © 2003 |Pages: 25
ISBN13: 9781591401025|ISBN10: 159140102X|ISBN13 Softcover: 9781931777872|EISBN13: 9781591401100
DOI: 10.4018/978-1-59140-102-5.ch024
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MLA

Klobas, Jane, and Stefano Renzi. "Integrating Online Educational Activities in Traditional Courses: University-wide Lessons after Three Years." Web-Based Education: Learning from Experience, edited by Anil K. Aggarwal, IGI Global, 2003, pp. 415-439. https://doi.org/10.4018/978-1-59140-102-5.ch024

APA

Klobas, J. & Renzi, S. (2003). Integrating Online Educational Activities in Traditional Courses: University-wide Lessons after Three Years. In A. Aggarwal (Ed.), Web-Based Education: Learning from Experience (pp. 415-439). IGI Global. https://doi.org/10.4018/978-1-59140-102-5.ch024

Chicago

Klobas, Jane, and Stefano Renzi. "Integrating Online Educational Activities in Traditional Courses: University-wide Lessons after Three Years." In Web-Based Education: Learning from Experience, edited by Anil K. Aggarwal, 415-439. Hershey, PA: IGI Global, 2003. https://doi.org/10.4018/978-1-59140-102-5.ch024

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Abstract

This chapter presents a case study of how a university responded to educational and technological change. After an introduction to Bocconi University (an Italian private business university) and the recent changes in the Italian university system, the case describes the initiation and management over three years of a project to integrate Web-enhanced learning (WEL) into classroom-based courses. The case includes identification of profiles of WEL adoption and description of the technology choice, how the teachers adopted the innovation and how students responded. The project is presented as organizational innovation and compared with the stages of the Rogers’ model of diffusion of innovations. Two groups of conditions for success were identified. Conditions common to IS innovation included top management commitment, a supportive environment, and appropriate ICT infrastructure. Conditions specific to WEL included teacher preparedness, appropriate use, appropriate scale, and flexibility.

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