Critical Success Factors in The Infusion of Instructional Technologies for Open Learning in Development Settings:

This article seeks to identify critical success factors for the appropriate infusion of instructional technologies to advance open learning in higher education within developing settings. Describe here is a descriptive account of a two-year case study based on the author’s personal analysis of, and...

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Autor principal:	Philip M. Uys
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2003
Materias:	Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/5ec1f77e1e244865b87c3a687e028caa
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spelling	oai:doaj.org-article:5ec1f77e1e244865b87c3a687e028caa2021-12-02T19:20:40ZCritical Success Factors in The Infusion of Instructional Technologies for Open Learning in Development Settings:10.19173/irrodl.v4i2.1501492-3831https://doaj.org/article/5ec1f77e1e244865b87c3a687e028caa2003-10-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/150https://doaj.org/toc/1492-3831This article seeks to identify critical success factors for the appropriate infusion of instructional technologies to advance open learning in higher education within developing settings. Describe here is a descriptive account of a two-year case study based on the author’s personal analysis of, and reflection on, factors that contributed to the infusion of instructional technologies to advance open learning at the University of Botswana. The first critical success factors identified in this article include: a clear vision, support of committed leadership, and dedicated personnel/ change agents to ensure successful project implementation. The second critical success factor identified was the need for all involved to fully appreciate and understand the systemic nature of the infusion of instructional technologies for open learning purposes, as well as garner the commitment of strategic partners working in related systems. Finally highlighted, are the requirements needed to address the complex nature of the infusion of instructional technologies into the University’s educational offerings. It is hoped that those involved in education in developing countries, and particularly those desirous of advancing open learning through the use of instructional technologies, will find this descriptive analysis useful. Indeed, those of us involved in implementing instructional technologies in developing nations are still in the initial stages of this exciting yet challenging endeavour. Key terms: infusion, open learning, instructional technologies, critical success factors, developing settings, Botswana, LASO modelPhilip M. UysAthabasca University PressarticleSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 4, Iss 2 (2003)
institution	DOAJ
collection	DOAJ
language	EN
topic	Special aspects of education LC8-6691
spellingShingle	Special aspects of education LC8-6691 Philip M. Uys Critical Success Factors in The Infusion of Instructional Technologies for Open Learning in Development Settings:
description	This article seeks to identify critical success factors for the appropriate infusion of instructional technologies to advance open learning in higher education within developing settings. Describe here is a descriptive account of a two-year case study based on the author’s personal analysis of, and reflection on, factors that contributed to the infusion of instructional technologies to advance open learning at the University of Botswana. The first critical success factors identified in this article include: a clear vision, support of committed leadership, and dedicated personnel/ change agents to ensure successful project implementation. The second critical success factor identified was the need for all involved to fully appreciate and understand the systemic nature of the infusion of instructional technologies for open learning purposes, as well as garner the commitment of strategic partners working in related systems. Finally highlighted, are the requirements needed to address the complex nature of the infusion of instructional technologies into the University’s educational offerings. It is hoped that those involved in education in developing countries, and particularly those desirous of advancing open learning through the use of instructional technologies, will find this descriptive analysis useful. Indeed, those of us involved in implementing instructional technologies in developing nations are still in the initial stages of this exciting yet challenging endeavour. Key terms: infusion, open learning, instructional technologies, critical success factors, developing settings, Botswana, LASO model
format	article
author	Philip M. Uys
author_facet	Philip M. Uys
author_sort	Philip M. Uys
title	Critical Success Factors in The Infusion of Instructional Technologies for Open Learning in Development Settings:
title_short	Critical Success Factors in The Infusion of Instructional Technologies for Open Learning in Development Settings:
title_full	Critical Success Factors in The Infusion of Instructional Technologies for Open Learning in Development Settings:
title_fullStr	Critical Success Factors in The Infusion of Instructional Technologies for Open Learning in Development Settings:
title_full_unstemmed	Critical Success Factors in The Infusion of Instructional Technologies for Open Learning in Development Settings:
title_sort	critical success factors in the infusion of instructional technologies for open learning in development settings:
publisher	Athabasca University Press
publishDate	2003
url	https://doaj.org/article/5ec1f77e1e244865b87c3a687e028caa
work_keys_str_mv	AT philipmuys criticalsuccessfactorsintheinfusionofinstructionaltechnologiesforopenlearningindevelopmentsettings
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Critical Success Factors in The Infusion of Instructional Technologies for Open Learning in Development Settings:

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