%0 Generic
%A Neumann, T
%A Bell, C
%A Flanders, D
%A Logan, K
%A Sherman, S
%A Short, N
%A Whittlestone, K
%C Nottingham, UK
%D 2010
%E Creanor, L
%E Hawkridge, D
%E Ng, K
%E Rennie, F
%F discovery:1475844
%I Association for Learning Technology
%K changing tools, collaboration, Web2.0, uptake, adoption, innovation spread
%P 139-148
%T Web-based collaboration in Higher Education: small steps towards adoption
%U https://discovery.ucl.ac.uk/id/eprint/1475844/
%V 2010
%X This paper reports on the early adoption phase of Google Docs as a web-based collaborative tool across  six institutions in a concerted effort. The adoption approach was based on a custom framework in order to  focus on users and their actual needs, and the adoption was driven by a small project team as opposed to  institutional managers. This study therefore reports on suitability and value of the custom framework and on  issues of innovation adoption originating from the institutional periphery.  Users were reporting a high satisfaction with the tool, and findings show that the use of the tool enhanced  collaboration significantly, in turn improving the quality of student learning. The main concern of this  paper, though, is the evaluation of the custom adoption framework. This framework is based on the idea  of not overwhelming users, instead introducing small, gradual steps with a technological innovation that  is appropriate for their needs. Based on a review of existing adoption models, we attempted to address  common issues of individual-based adoption models in our given context.  Overall, the framework was successful but needs adaptation. Concepts such as technological gaps do not  always align to user perceptions. With some suggested adaptations, though, this framework can be used in  similar scenarios.
%Z Peer-reviewed proceedings paper. Main academic output of APT STAIRS project that reports on organisational innovation. The project made waves in national media and is continually cited by JISC as a model of successful HE collaboration. Copyright of the Editorial and the  individual papers remains vested  with individual authors and/ or  their institutions, but is licensed  under a Creative Commons  Attribution-NonCommercial-2.0 UK:  England & Wales license, see: http://  creativecommons.org/licenses/by-ncnd/2.0/uk/.