Institutionalized Resistance To Asynchronous Learning Networks

David Jaffee · SUNY-New Paltz

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Online and Blended Learning Educational Innovations and Challenges Digital Education and Society

Abstract

Most of the literature on Asynchronous Learning Networks (ALNs) has focused on the pedagogical and technological advantages of this educational delivery mode and the way ALNs can respond to the changing demands and pressures placed on institutions of higher education. However, there are considerable obstacles preventing the widespread implementation of ALNs. These obstacles, and the associated forms of opposition and resistance, must be analyzed in an organizational context that examines the prevailing academic culture and the widely institutionalized value placed on classroom-bas ed teaching and learning. The recognition of the classroom as a sacred institution in higher education, and a major source of professorial identity, is a necessary first step toward developing strategies for organizational change and pedagogical transformation.

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References

1977Institutionalized Organizations: Formal Structure as Myth and Ceremony 2004The iron cage revisited institutional isomorphism and collective rationality in organizational fields 1991The fifth discipline, the art and practice of the learning organization 1993The New Institutionalism in Organizational Analysis.1976Educational Organizations as Loosely Coupled Systems 1997Life on the Screen: Identity in the Age of the Internet 1968Organization and Environment: Managing Differentiation and Integration.1987Institutional Theories of Organization

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