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Viewing report
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'Falling Behind'. Edition No. 1
VDM Publishing House, April 2009, Pages: 416
This study investigated how selected Australian
universities evaluated and adopted various learning
management systems in their teaching and learning
programs, given claims of uncritical evaluation,
problems and cautions in the Australian and North
American higher education literatures. A grounded
theory of uncritical decision making was ultimately
developed around the core category ‘falling behind’,
which appeared in three university case studies, in
interviews with experts from the Australian higher
education sector, and was also found in both the
Australian and overseas higher education
literatures. This grounded model highlights the
interplay between internal and external university
environments, a range of internal and external
moderating influences, as well as the significant
influence of the Vice Chancellors in each
university. This study should be of great interest
to researchers, policy makers and managers in higher
education, especially those with an interest in
teaching and educational technologies.
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