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• W4379660364 abstract "Large-scale institutional change raises many challenges. In higher education, this includes a failure to review transition processes and a risk that change can be rushed, imperfectly embedded, and lack positive impact on teaching and learning practice. Within this context, the implementation of virtual learning environments (VLE) and associated technologies, and the focus brought upon their use and influence considering the Coronavirus pandemic (COVID), offer identifiable stages of transition toward the virtual university. The VLE, and institutional technologies, connect the process of technological adoption required for learning and teaching at individual level to its institutionalization, and the “linkage between individual and organizational purposes within this need to be addressed” (Casanovas 2010, p. 73). The virtual university requires a characterization of what an effective transition means in the context of pedagogy as part of this adoption, such as achievement of Graham’s (2012) transformative model of teaching with technology. In the context of various theoretical frameworks, this chapter reflects on two case studies of transition initiated at RMIT in Melbourne, Australia. Individual and organizational purposes are analyzed, bringing together both technical and pedagogical transition, to provide some practical and conceptual guidance that utilizes sociomaterial insights to align change, adoption, and engagement practices with transition toward a virtual university." @default.
• W4379660364 created "2023-06-08" @default.
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• W4379660364 date "2023-01-01" @default.
• W4379660364 modified "2023-09-27" @default.
• W4379660364 title "Transition Techniques When Introducing Change: A Sociomaterial Approach to the Virtual University" @default.
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• W4379660364 doi "https://doi.org/10.1007/978-981-19-9438-8_10-1" @default.
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