Halperin, Ruth

Learning Technology in Higher Education: a structurational perspective on technology mediated learning practices

(2005)

This thesis explores the processes of emergence and change in learning technologies and in their use within the context of higher education.

The opportunities arising from learning technologies and the rapid increase in their development and deployment have led to intensive study of their impact and effectiveness. Yet studies in this domain are typically context-independent and are mainly focused on predefined outcomes of structured interventions. Given the flexible quality of contemporary learning technologies and the diversification of their implementation models, the study argues for the need to investigate the process of technology adoption as interwoven within its socio-organisational environment.

Drawing on structuration theory, the research examines how technology-mediated learning practices evolve through ongoing, situated interaction with learning technology. Orlikowski's practice lens is extended and applied to a contextualist longitudinal case study involving the use of learning technology in an academic setting over a period of three years. The research adopts an interpretive approach and combines retrospective and real time analysis.

Findings illuminate the dynamics and consequences of the technology implementation and show that contrary to previous claims, the integration of learning technology into higher education does not transform long-established practices nor does it serve to reinforce or automate delivery. Rather, the practice of academic learning is gradually reshaped and enhanced through a process of mutual configuration, online and offline.

The thesis makes a theoretical contribution by extending the structurational model of the practice lens, and by augmenting its applicability. It provides insights into several methodological issues arising in process-oriented research on technology-in-use. Practical implications regarding the design of learning technology are derived from the research findings.

Supervisor: Professor James Backhouse, PhD

Ruth Halperin's personal web page.