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Critical Organisational Factors for sustainable e-learning implementation: A Case Study of Selected Universities in New South Wales - Dataset

University of New England, Australia
Ridolfo, Harriet ; Charteris, Jennifer ; Nye, Adele ; Anderson, Joanna
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ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Adc&rfr_id=info%3Asid%2FANDS&rft_id=info:doi10.25952/8g06-6g08&rft.title=Critical Organisational Factors for sustainable e-learning implementation: A Case Study of Selected Universities in New South Wales - Dataset&rft.identifier=10.25952/8g06-6g08&rft.publisher=University of New England&rft.description=These interviews were recorded and transcribed between September 2018 and May 2020. They are recordings of semi-structured interviews held with four stakeholder groups: academics, learning designers, local leaders and students for qualitative research to establish their perceptions on the enablers and barriers to implementing e-learning in their university.&rft.creator=Ridolfo, Harriet &rft.creator=Charteris, Jennifer &rft.creator=Nye, Adele &rft.creator=Anderson, Joanna &rft.date=2023&rft_rights= http://creativecommons.org/licenses/by-nc-nd/4.0/&rft_rights=&rft_rights=Rights holder: Harriet Ridolfo&rft_subject=Educational technology and computing&rft_subject=Specialist studies in education&rft_subject=EDUCATION&rft_subject=Higher education&rft_subject=Learner and learning&rft_subject=EDUCATION AND TRAINING&rft.type=dataset&rft.language=English Access the data
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hridolfo@live.co.uk

Full description

These interviews were recorded and transcribed between September 2018 and May 2020. They are recordings of semi-structured interviews held with four stakeholder groups: academics, learning designers, local leaders and students for qualitative research to establish their perceptions on the enablers and barriers to implementing e-learning in their university.

Issued: 2023-07-31

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Subjects
Education | Education and Training | Educational Technology and Computing | Higher Education | Learner and Learning | Specialist Studies in Education |

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handle : https://hdl.handle.net/1959.11/60271

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