Adoption of computer supported collaborative learning by teachers at university: A framework for investigation

This chapter examines why technology innovation at the institutional level is insufficient to transform universities and higher education institutions and presents a framework for explaining the key role of teacher preparation in achieving transformation. Starting from the claims of leading scholars that universities will need to embrace computer-supported collaborative learning (CSCL), the chapter explains the difference between organizational (university) level and individual (teacher) level innovation and shows how they are related to one another. While adoption of Web enhanced learning (WEL) technologies such as learning management systems (LMS) are organizational level innovations, teaching models such as CSCL are adopted by individual teachers. In order to explain why some teachers adopt CSCL as a strategy for teaching within the LMS environment, it is insufficient to focus on use or non-use of the LMS or its features. The focus needs to be on teaching with CSCL as a behavior, i.e., not just the features that a teacher uses but how they use these features to design social learning experiences into their courses. This view of what teachers do with technology innovations adopted by universities is similar to information systems scholars’ recent focus on post-adoption behavior and how users choose, adopt and adapt technology in their own ways. Once teaching model adoption is characterized as a behavior, it is possible to explain that behavior using theories drawn from psychology. The theory of planned behavior (TPB) is used in this chapter to differentiate teachers who adopt CSCL within an LMS environment from teachers who use non-interactive or less interactive teaching models. Teachers who adopt CSCL have more positive attitudes to online social interaction and to the value of online social learning, report fewer overt influences on their adoption of CSCL or of the LMS, and have a stronger sense of their ability to control aspects of online teaching including ability to resolve problems or shortcomings with an LMS. The complexity of teaching with online collaborative learning, which requires strong understanding of the pedagogy of social learning combined with skills in adapting technologies to support teaching and learning appropriately, demands high level pedagogical understanding and technology skills. This chapter challenges university teachers, teacher-trainers and administrators to find ways to develop the attitudes, social norms and perceived control necessary to transform teaching among teachers who do not have a background in pedagogy.