CNIE: Paradigmatic Struggles In Academia
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Transcript of CNIE: Paradigmatic Struggles In Academia
Paradigmatic Struggles in Academia
Emerging Difficulties with Delivering Learning Online
Kelly Edmonds
University of Calgary
Main topics
1. Trends in Online Learning 1. Trends in Online Learning
2. Fundamental Issues2. Fundamental Issues
3. Organizational Implications 3. Organizational Implications
2a. Economic Forces2a. Economic Forces
2b. Philosophical Resistance2b. Philosophical Resistance
2c. Political Tensions2c. Political Tensions
Context: Mainstream North American universities
Higher Education Pressures
• Knowledge-driven economies
• Emerging technologies
• Mobility of people
• Growing student enrolment
• Changing student demographics
• Lifelong learning needs
• Globalization – broader markets
• Offering distance education in online, internet-based environments fulfills a need, and emerges as a favoured method by allowing for more diversified and flexible education through multimedia and advanced communication technologies
Trends in Online Learning
Third Generation of DE
Third Generation of DE
Forces ofChange
Forces ofChange
Impact onAcademia
Impact onAcademia
•1990s
•Info age
•Internet; e-resources
•Design specialist
•Individualized learning; dynamic interactions
•Training and performance
•Second order change
•External driving forces
•Internal forces
•Norms and values challenged
•Paradigmatic shifts
•Entrenched culture
•Institutionalization
•Old and resilient establishments
•Set structures and regulations
•Protective interests
External driving forces from the demand for online learning are outnumbering internal restraining forces from established norms and perceptions
EconomicForces
PhilosophicalResistance
PoliticalChallenges
Tensions in academiaTensions in academia
Fundamental Issues
Online learning is a contested area of practice (Webber, 2006)
Economic Forces
• Global democratic ideals of education – access for all (UN)
• Education as a tradable service (WTO/GTA)• Less government support• Competition• Resulting concerns:
– Entrepreneurial culture; market share focus– University branding– Consumerism of students– Commodifying education; online learning
Philosophical Resistance
• Faculty resistance to online learning– Questions of quality
• Commodification of education• Poor application of technology• Loss connection to students & traditional role
– Prefer conventional methods• Invested interest• Western epistemology of education: development
of knowers and transmission of knowledge
– Job security• Lack of development skills and control of curricular• Erosion of academic freedom
Political Challenges of Leaders
• Macro level– Global competition; for-profit institutions– Competing budgets
• Institutional level– Academic structure, governance, policies
restrictive– Lack of e-learning policies
• Micro level– Academic freedom; faculty member
resistanceRole as change agent
If online learning as a delivery method is deemed worthwhile, a change in institutional culture on all levels will be necessary.
Moore (2004)
Organizational Implications
Change
CulturalChange
Approaches to Change
Unfreezing Stage
LearningOrganization
Cultural Changes
• Changing existing culture
• Protection of norms and values
• Second order change– Deliberate– Drastic– Disequilibrium– Threatening
• Difficult to implement
Transformative Change
• 3 phases of transformative change (Levy, 1986)
– Unfreezing, changing, refreezing
• Higher educational institutes (Parchoma, 2006)
– Experiencing unfreezing stage– Reacting and responding– Status quo destabilized– Beliefs are questioned– Next move unknown
Approaches to Change
• Trice & Beyer (1993)– Revolution– Changed subcultures– Gradually over time
• Levy (1986)– Planned change– Patience: takes time, resources and energy
• Schein (2005)– work with existing culture; create compatibility
with values and norms
Learning Organization
• acquiring knowledge and changing behaviour as a whole group
• sharing knowledge, respecting others, learning together, and taking risks
Academia culture:
•Autonomy
•Intellectual skepticism
•Competition
•Bureaucratic
Learning org culture:
•Cooperation
•Compassion
•Concern for the whole
•Open to change
Learning Organization
• To create:– Commitment; and from the top– Decrease competition; trust– Inclusiveness; bottom up and top down– Double loop learning
• Continuous practice of examining assumptions• Act on learning
– Challenges • Implementing• Sustaining change
Conclusion
Change OrgModel
Rapidtechnological
changes
Onlineminimallydeveloped
Higher EducationInstitutions
Higher EducationInstitutions
Current Landscape
New Players
Higher ed
lagging