L'adoption d'une innovation technopédagogique par une communauté enseignante universitaire

This thesis deals with a university teaching community adopting a technological/pedagogical innovation. This longitudinal study--part of an action-research study--aims at gaining understanding of the overall dynamics involved in adopting an innovation. The study's conceptual framework derives from management, information-systems, and teaching research. It takes into account the motivations and needs of individuals (individual dimension), the compatibility of information technologies according to current learning theories (pedagogical dimension), and the type of support to be offered to users (organizational dimension). The companion model issuing from this research work comprises iterative cycles during which a group defines and solves a problem and then successively reflects on the issues emerging from one cycle to the next. The model takes explicit account of three key elements: the individual, pedagogical approach, and organization form an indissociable system dynamic in which all dimensions interact during the entire process of adopting innovation. It also sheds light on the need to stimulate critical reflection about the combination of credible external resources so that tangible experiences can be used to determine technology compatibility. This kind of systematic participative process yields greater cohesiveness of group ideas through dialogue and discussion. Moreover, the proximity to our research setting over two years provides the opportunity to seize the many facets of organizational dynamics. During the course of a longitudinal study that highlights the incidence of concomitant events, the fragility of the process and reversibility of the adoption decision become apparent. The adoption intention constantly fluctuates through the experiences of individuals and the context, which also changes. Establishing partnership relations with interested groups stands out as an essential activity in attenuating or counteracting the undesirable effects produced by concomitant events.

Name thesis:degree_name

D.B.A.

Level thesis:degree_level

Doctorat

Discipline thesis:degree_discipline

Pédagogie

Grantor dc:publisher

Université de Sherbrooke

Year dc:date.issued

2008

Author dc:creator

• Houle, Lucie

Advisor dc:contributor.advisor

• [non identifié]

• Processus-pédagogique technologies de l'Innovation-information
• Processus-adoption de l'innovation

Language dc:language.iso

fr

Handle dc:identifier.uri

https://hdl.handle.net/11143/361

OAI identifier oai:identifier

oai:usherbrooke.scholaris.ca:11143/361