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dc.contributor.authorGrainger, Rebecca
dc.contributor.authorLiu, Qian
dc.contributor.authorGeertshuis, Susan
dc.identifier.citationGrainger, R., Liu, Q., & Geertshuis, S. (2020). Learning technologies: A medium for the transformation of medical education? Medical Education, 23–29. doi:10.1111/medu.14261en
dc.description.abstractContext Learning technologies are ubiquitous in medical schools, implemented in anticipation of more effective, active and authentic learning and teaching. Such thinking appears to be an instance of solutionism. The evidence is that academics’ adoption of learning technologies is often limited in scale and scope and frequently fails to transform their teaching practices. Purpose This paper aims to provide a contextualised analysis of considerations pertinent to the adoption of learning technologies by teaching staff. We contextualise a framework for understanding adoption of learning technologies in higher education by medical education. Conclusions We identify multiple precursors that predict individual patterns of adoption, illuminating factors related to the technology, the individual staff member charged with adoption and the working environment. We offer conceptual clarity to the vexed issue of learning technology adoption and provide evidence explaining why, despite their widely promulgated potential, learning technologies do not offer an easy route to the transformation of medical education.en_NZ
dc.relation.ispartofMedical Educationen_NZ
dc.titleLearning technologies: A medium for the transformation of medical education?en_NZ
dc.typeJournal Articleen_NZ
otago.schoolEducation Unit, University of Otago Wellingtonen_NZ
otago.openaccessAbstract Onlyen_NZ
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