技术如何利用大学的教学和学习创新? 从知识创造的角度研究技术创新传播的纵向案例研究
Xiaolei Zhang1, Shuangye Chen2, Xiaoxiao Wang3
1School of Teacher Education, Faculty of Education, East China Normal University, Room 922, Wenke Building, Putuo District, Shanghai, 200026 China.
概括
这项研究揭示了知识创造是大学创新传播的关键. 有效的领导和知识管理推动了可持续的技术增强的教学和学习.
科学领域:
- 教育技术的教育技术.
- 组织学习 组织学习
- 创新传播 创新传播
背景情况:
- 机构创新研究往往忽视了对持续传播至关重要的知识创造过程.
- 大学技术增强的教学和学习 (T&L) 创新需要了解技术,采用者和领导力的相互作用.
- 现有的框架需要扩展,以将知识创造纳入T&L创新.
研究的目的:
- 将知识创造理论纳入大学T&L的创新传播框架.
- 实证地探索知识创造如何维持清华大学的数字T&L创新.
- 确定大学技术采用和创新的关键阶段和因素.
主要方法:
- 清华大学数字T&L创新轨迹的四年长度定性案例研究.
- 组织知识创造理论和T&L创新传播的综合框架的应用.
- 对推动创新能力的技术,采用者和领导互动的分析.
主要成果:
- 确定了在技术采用和创新的知识创造的四个不同的阶段.
- 知识外部化流程对于共同创建机构创新至关重要.
- 一个中层向上下层的领导策略和中层管理层的知识管理能力促进了可持续的创新.
结论:
- 知识的创造,特别是外部化,对于大学的T&L创新传播至关重要.
- 战略领导和有效的知识管理对于维持技术增强的T&L创新至关重要.
- 调查结果为旨在采用战略技术和整体机构创新的大学提供了见解.
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