Abstract

This study was inspired by the challenges of integrating educational technologies into universities. Beginning with a discussion of economic, political, social, technical and cultural forces for and against technology-enhanced learning, the study aimed to find appropriate initiatives in the research and experience of universities that have successfully harnessed teaching and learning technologies. The objective of the research was to use multiple methods and an emergent design to identify and describe the factors affecting successful institution-wide technology integration efforts with a view to informing more effective policy. The investigation was conducted using a variety of sources, beginning with an analysis and synthesis of recent research on technology-supported postsecondary teaching and learning. A systematic literature search resulted in more than 300 descriptive and interpretive reports published since 1995. These studies employed various combinations of qualitative and quantitative designs to study technology use in a wide variety of disciplines and many different campus contexts. A broad analysis of the literature suggests that critical success factors are organisation-dependent, related to variables such as organisational mission, goals, culture and practices, as well as faculty and student perspectives. In the second part of the study three types of university models were explored (planning, design and implementation), using two case studies to learn about one model in more depth. The models were then analysed with respect to their ability to address the factors that emerged in the literature review. A new model for designing and integrating technologies for teaching and learning emerged from the analysis and synthesis of research literature and models. Based on a modified form of educational systems design, this model offers a systemic and multiple shareholder approach to institution-wide planning, design, implementation and evaluation of learning technologies. Focused on learning as the core business of the university, the model offers an alternative to strategic planning approaches. The potential usefulness of the model was evaluated by comparing it with existing technology plans available on the websites of three Canadian universities, selected to be representative of the sector. The thesis concludes that a multiple perspective, participative approach is necessary to successful integration of technology across the university.