Managing Change

Embedding Online Learning

The introduction of Web-Based Instruction as a new mode of delivery presents new problems for teachers, learners and organisations. This section of the Guide discusses models of the process of change and how training can be implemented.

The Process of Change

Understanding the process of change can help in managing and adapting to it. In their chapter 'Facilitating Change:A Process for Adoption of Web-Based Instruction', Jennings and Dirksen (1997) apply two models to the process. The Diffusion of Innovation model describes how innovations are adopted by 'adopter categories' of people, while the Concerns-Based Adoption Model (CBAM) offers diagnostic procedures which are used to evaluate responses to innovation, enabling concerns so that adoption can be facilitated.

Diffusion of Innovation

This model classifies people into a spectrum of categories on the basis of their roles in the adoption of innovations:

Adoption of the innovation by the 'early adopters' category is seen as a key stage, because of their influence on the more cautious 'early majority' group. Peer pressure plays a part in the adoption of innovation by the 'late majority group, while the 'laggards' are traditionalists who adapt slowly as they need to be convinced that the innovation is an improvement over traditional methods. The process of adoption is also influenced by 'change agents', often by identifying and convincing opinion leaders. IT- literate opinion leaders in the 'early adopter' group can play an important part in facilitating change. In the example discussed in this chapter, such a leader helped promote change by providing staff training sessions for colleagues.

Concerns Based Adoption Model

This model uses three measures of progress towards adoption:

• Stages of Concern - questionnaire responses are analysed on the basis of the stage of the innovation process generating concerns, enabling attention to be directed to addressing the identified concerns
• Levels of Use - interviews monitor the sequence of development of uses, ranging from non-use without awarenes through stages including routine, unconsidered use, 'refinement' and 'renewal' phases. This information is useful for targetting appropriate staff development in managing change.
• Innovation Configuration Map - this provides a concept map showing how the innovation is actually being used, arranged on a matrix representing the patterns of use and quality of use. Such a map may reveal unforeseen patterns and inform evaluation of use.

Both models provide insights into the change process which could be useful to managers of educational change in institutions, though their sophistication makes them more relevant to the larger organisations.

Training Teachers

Introducing Web-Based Instruction obviously depends on developing relevant technical and educational skills amongst teachers. Less obviously, it depends on attitudes to the process amongst managers as well as those who are going to deliver education using the Web. In her chapter 'Training Teachers, Faculty Members and Staff', Gray (1997) identifies three factors which influence the effectiveness of training:

• Perceptions of the role of computers - ranging from the basic use of word processors through their use as delivery systems for presentation and CD-ROMs to their use as cognitive tools for collaborative learning and accessing hyperlinked Web information.
• Training delivery and time - Gray contrasts the limitations of bought-in demonstrations with the benefits of in-house experts offering mentoring and hands-on training. The second approach builds on existing strengths and interests, enabling the organisation to acquire a collaborative body of knowledge by combining complementary skills. The in-house 'experts' will enjoy greater credibility through their awareness of the context of use of the technology. Effective use of their knowledge depends on identifying their expertise to staff , and on providing time for trainees and trainers.
• Access to the Web - while few higher education institutions lack this, its accessibility to staff still varies considerably. Gray rightly argues that staff are more likely to learn to use the Web if computers with fast internet access are freely available rather than confined to specialist areas.

Gray's description of the process of overcoming computer phobia has probably been overtaken by changes in attitudes and basic skills, but there is still a real need for staff development in the more sophisticated uses of computers as 'cognitive tools'; her comments on how such training could be implemented are still valid.