Understanding the Resistance of the Faculties to the eLearning Technologies and the Use of Negotiations as a Coping Strategy
Benjamin C. D. Agbo
University of Minnesota - Twin Cities
Keywords: eLearning Technologies, Faculties' Resistance, Resistance Models, Relational Negotiation, Emotions
Abstract
“Do not bother me with all that complex technologies; let me do my job the best way I know how”. The above statement is a red flag to impending faculties’ resistance to the introduction of eLearning technologies in the classroom. Just as in other organizations, changes to the status quo does not come so easy. Faculties resist eLearning technologies because of some reasons, which include feeling threatened, prior negative experience, stress, among others. This paper focuses on understanding the resistance of the faculties to the eLearning technologies and the use of negotiation as a coping strategy. The author uses “Resistance Models” to examine the degree of the faculties’ resistance. Thus, apathy, passive, active, and aggressive resistance were examined in relation to the phenomenon. Furthermore, the author advocates the use of “Relational Negotiating” and the application of “emotions” when negotiating the introduction and use of eLearning technologies with faculties.
Author Biography
Benjamin C. D. Agbo, University of Minnesota - Twin Cities
Mr. Benjamin C. D. Agbo (Advance Doctoral Status) Department of Organizational Leadership, Policy, and Development University of Minnesota, Twin Cities. B. Sc. & M. Ed degrees in Vocational Teacher Education - Industrial Technical (University of Nigeria, Nsukka). MN K5-12 Teaching License.
