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Recent educational transformation efforts employ advances in information technology to augment face-to-face teaching methods and pedagogies. Nearly 70% of U.S. higher educational institutions reported online learning as critical to their longterm strategy, and the proportion of students in the U.S. taking at least one online course is at an all-time high. These eLearning initiatives stem from a variety of motivations including increasing access to education, accelerating learning in difficult subjects, and reducing instructional cost to individuals and society. Most chief academic officers at universities rate the learning outcomes for online education “as good as or better” than those for face-to-face instruction (Allan and Seaman, 2013). Regardless of the reason to adapt eLearning methods, in order to make effective use of information technology as an aid to facilitate learning, educators must learn and practice new skills and abilities. The availability and effectiveness of e-learning methods does not necessarily result in the effective and broad adoption of these methods at colleges and universities. Although the relative quality of e-learning methods is widely recognized, a minority of academic leaders continue to believe that the learning outcomes for online learning are inferior to those of face-to-face instruction. Indeed, the current attitude of leaders contributes to an organizational climate that impacts the adoption of these methods at higher educational institutions. The author hypothesizes that a supportive organizational climate, one that cultivates an entrepreneurial orientation to using eLearning methods and supports the application of eLearning methods to real teaching and learning situations, contributes to effective institutionalization of eLearning methods. More specifically, the author proposes examining the relationship among entrepreneurial orientation of faculty, learning transfer climate of the institution, faculty self-efficacy in using eLearning Methodologies, and institutionalization of eLearning methodologies. The author presents a framework illustrating the proposed relationships among the variables.

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Administrative Offices, Executives, and Centers


Higher Education Administration

A Framework for Linking Organizational Climate and the Adaptation of eLearning Methodologies at Colleges and Universities