Growing resilience with social media and e-learning : the case of the University of Canterbury

Abstract

A university set on a beautiful spacious landscape had little need for e-learning until it was stimulated by crises to become more innovative. This case study research provides a rich picture of rapid adoption of social media and e-learning as the ‘tide’ of e-learning rose in waves, both rising and falling as changing needs were addressed over five years (2010-2015). The overarching research question was: How has the University changed with e-learning in the wake of seismic activities?

The co-evolution of digital technologies and education in this ‘late adopter’ (Rogers, 2003) university is linked with organisational development. Social media does support communication of organisational responses to crises, including increased adoption of e-learning. This paper shows there is a place for social media alongside e-learning tools and that their combined use also fosters resilience for students and academic staff (Dabner, 2012; Mackey, Gilmore, Dabner, Breeze & Buckley (2012). This case study of one University’s journey “there and back” from a major seismic event has charted only one aspect of the journey to increase resilience. Ayebi-Arthur (2016) describes more aspects that are relevant to DEANZ conference’s theme of Twin Pillars including infrastructure and e-learning support. Universities in Aotearoa New Zealand cannot dodge the likelihood of natural disasters that can close one or more buildings on a campus (Seville, Hawker, & Lyttle, 2012). The findings are also relevant to other crises such as those caused by weather and digital infrastructure.

Research question: How has the University changed with e-learning in the wake of seismic activities?