Abstract: Primary research in this area was based on implementing Web assisted learning and engaging academic staff in the change process within a UK University. The thrust of the investigation was to establish the level of dependency of academic staff engaging in the change process. To this end academic staff perceptions were explored within the framework of Collis et al. (2001) 4-E model of staff engagement with technological change. This study found that the impact of fast, forced change on academic staff’s attitude was yet to be ascertained. The paper highlighted the need to explore and measure the sub-factors which underlined the four key factors of the 4-E model.

The subsequent research paper entitled “Transition to Web assisted learning: influences on academic staff engagement” (Bagher, Marek & Sibbald, 2007) built upon technology acceptance models and the 4-E model

applied to education, by attempting to clarify the key stimuli and inhibitors to engagement of academic staff in a mandatory web-assisted learning environment. The findings from that research highlighted that academic staff had

a very positive attitude to web-assisted learning.

This study aims to further develop the whole reflective conversation with a view to making appropriate changes to the way in which we successfully deliver education in order to determine a new benchmark for developing learners’ knowledge and understanding through a web assisted online environment. This will in turn identify the immense strength and limitations of technology enhanced distance education.

The focus of this paper is to extend the original research and explore the tensions which exist between “the Organization” and “the Academic” in the implementation and delivery of a sustainable online education.

In addition the paper aims to further develop the ongoing study of change management within the University sector by seeking to identify the main strengths and limitations of implementing online education, in particular within an environment that traditionally focused on physical face to face learning.

The paper will conclude with an identification of the core elements to be considered when measuring the success of implementation and the delivery phase of online learning practices.

 

Key words: online education, virtual learning environment (VLE), change management, sustainability