Critical Organisational Factors for Sustainable E-Learning Implementation: A Case Study of Selected Universities in New South Wales

Abstract

<p>The success of e-learning initiatives in university settings hinges on collaborative efforts involving academics, learning designers, local leaders, and students, influencing both effectiveness and sustainability. This study addresses a critical gap in the literature by exploring the motivations and challenges these stakeholders face, ultimately providing practical recommendations for fostering respectful collaboration and optimising e-learning outcomes.</p> <p>The e-learning literature reveals many enablers and barriers associated with its implementation. However, there is little research regarding effective collaboration between stakeholders when implementing e-learning initiatives. The literature predominantly focuses on organisational structure, technological infrastructure, and resources. Less attention is given to the more human aspects of stakeholder collaboration. This study addresses this gap by delving into the motivations and challenges faced by individuals involved in e-learning collaborations to comprehend better the underlying reasons behind their effectiveness or lack thereof.</p> <p>To gain a comprehensive understanding of e-learning implementation from stakeholders’ perspectives, this qualitative study employs an interpretive approach to identify the critical organisational factors for sustainable e-learning implementation. This study draws on data collected through interviews with academics, learning designers, local leaders and students from two universities in New South Wales. Fullan’s (2016) change model is used as a framework for thematic analysis. The findings highlight gaps related to four relational characteristics: collaboration, individual capability, teaching and organisation needed for respectful collaboration to implement e-learning. Drawing from these insights, a heuristic consisting of a set of self-reflective questions was developed. These questions cultivate selfawareness, empowering stakeholders to participate in discussions with heightened empathy, deeper respect for differing viewpoints, and a willingness to explore diverse perspectives. In essence, the purpose of developing this heuristic was to establish a solid foundation of respect during the e-learning implementation process.</p> <p>The heuristic functions as a practical framework, directly stemming from research findings, to assist educators in navigating the complex process of implementing e-learning effectively through collaboration. By utilising this heuristic tool, educators can benefit from the accumulated knowledge and best practices identified through this research to help them make informed decisions, address challenges, and optimise the outcomes of their e-learning initiatives.</p>