Encyclopedia of Educational Philosophy and Theory

Living Edition
| Editors: Michael A. Peters

The Diffusionist Model of Adoption of Digital Learning

  • Petar Jandrić
Living reference work entry
DOI: https://doi.org/10.1007/978-981-287-532-7_308-1

Introduction

In the contemporary network society, human learning is dialectically intertwined with digital technologies. Instead of talking about adopting computers in education (and formal educational systems, in particular) therefore, theorists of the early twenty-first century are increasingly using the integral perspective of digital culture which provides “a richer engagement with the ways education is shaped and practiced with and through the digital” (Knox 2015, pp. 1–2). Yet, as newer versions of technologies continuously replace their older counterparts, and as conceptually new kinds of gadgets (such as tablet computers or smartphones) and web products (such as various sharing platforms) enter the scene, it is still important to understand the dynamics of digital innovation within educational systems. Historically, the first digital technologies have been invented within institutions of education and research – for instance, the first e-mail in history was exchanged between...

Keywords

Diffusionist Model Educational Institution Digital Technology Technology Acceptance Model Virtual Learning Environment 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.
This is a preview of subscription content, log in to check access.

References

  1. Anderson, T., & Elloumi, F. (2004). Theory and practice of online learning. Athabasca: Athabasca University.Google Scholar
  2. Bates, A. (2000). Managing technological change: Strategies for college and university leaders. San Francisco: Jossey-Bass.Google Scholar
  3. Duan, Y., He, Q., Feng, W., Li, D., & Fu, Z. (2010). A study on e-learning take-up intention from an innovation adoption perspective: A case in China. Computers & Education, 55(1), 237–246.CrossRefGoogle Scholar
  4. Hayes, S. (2015). Digital learning, discourse, and ideology. In M. A. Peters (Ed.), Encyclopedia of educational philosophy and theory. Singapore: Springer.Google Scholar
  5. Knox, J. (2015). Critical education and digital cultures. In M. A. Peters (Ed.), Encyclopedia of educational philosophy and theory. Singapore: Springer.Google Scholar
  6. Rogers, E. M. (1986). Communication technology: The new media in society. New York: Free Press.Google Scholar
  7. Rogers, E. M. (1962/1995). Diffusion of innovations. New York: Free Press.Google Scholar
  8. Soffer, T., Nachmias, R., & Ram, J. (2010). Diffusion of web supported instruction in higher education – The case of Tel-Aviv University. Educational Technology & Society, 13(3), 212–223.Google Scholar
  9. Zemsky, R., & Massy, W. (2004). Thwarted innovation: What happened to e-learning and why. The University of Pennsylvania: The Learning Alliance. Retrieved April 7, 2011, from, http://www.irhe.upenn.edu/Docs/Jun2004/ThwartedInnovation.pdf
  10. Zhang, L., Wen, H., Lia, D., Fu, Z., & Cui, S. (2010). E-learning adoption intention and its key influence factors based on innovation adoption theory. Mathematical and Computer Modelling, 51(11–12), 1428–1432.CrossRefGoogle Scholar

Copyright information

© Springer Science+Business Media Singapore 2015

Authors and Affiliations

  1. 1.Department of Informatics and ComputingUniversity of Applied SciencesZagrebCroatia