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Journal Article

Exploring the Current Theoretical Background About Adoption Until Institutionalization of Online Education in Universities: Needs for Further Research  pp73-84

Ines Casanovas

© Mar 2010 Volume 8 Issue 2, ECEL 2009, Editor: Shirley Williams, Florin Salajan, pp51 - 208

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Online education in institutional contexts means new organizational problems. The fact that universities need to change to accommodate the impact of technology on learning is already known and accepted. Coping with changes from adoption until institutionalization of online education represents a formidable management challenge for universities. Online education, under the umbrella of e‑learning was perceived by several early researchers as an innovation per‑se, "established and embedded" in educational institutions. Nevertheless, the Department for Education and Skills of UK insists that e‑learning is not embedded at any stage of education. The focus was strongly set on technological, practical and pedagogical aspects but there are relevant reports about failures in embedding innovations in educational institutions. The institutional lack of strategies to cope with international students and new technologies as well as supporting for future online developments clearly appeared in recent studies. Competition in the market of Higher Education has pushed universities towards the adoption of sophisticated organizational practices to ensure effectiveness. These new institutional models require changing traditional functions and roles, as online education does not usually fit into the existing university structure. The transition from on‑campus to online education evolves in new roles, either in the pedagogical or in the administration domains. Organizational factors, more than teachers and students attitudes or technological features seem to mark the differences in the general perception about technology‑mediated education getting successfully embedded in institutional new programs, roles, procedures, culture and st