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Innovation for better teaching and learning: adopting the learning management system
Abstract
Planning for innovative teaching and learning technologies incurs more than just budgeting and coming up with figures that serves well in the top management's eyes. A common mistake made by educational practitioners in planning and implementing new technologies is to enthusiastically select a technological medium and imposing its use to solve educational problem when the staff are not being prepared well in advance nor are they kept on alert so they could be regularly integrated into such projects. This paper describes the concerns of a group of International Islamic University Malaysia (IIUM) lecturers regarding a technological innovation. Hall & Hord's stages of concern questionnaire (SoCQ) is employed for the purpose of gauging the participants' concerns about the use of a learning management system. An interesting show of positive attitude and open mindedness was observed from the participants' response despite them being from a predominantly traditional teaching environment. INTRODUCTION In the field of instructional technology, research on new innovation has focused on both the diffusion and adoption process. Scenarios of non utilisation of instructional technology by educators are not uncommon. Teachers have been said to reject technology and resist change. Ironically, they have also been coerced or perhaps, forced into adopting instructional technology innovation through directives from the education ministry. It is pertinent to understand both the diffusion and adoption process in order to ensure the success of implementing new technology in the educational setting. General diffusion theories have been employed to build theories specific to instructional theories. Surry (1997) describes two major categories of instructional technology related diffusion theory, namely systemic change theories and product utilisation theories. Based on the philosophical view of technology as instrumentalism and determinism, two subcategories are created: (1) Developer Based Theories and (2) Adopter Based Theories. While the developer based theory's goal is to increase diffusion by maximising the efficiency, effectiveness and elegance of an innovation, the adopter based theories based on human, social and interpersonal aspects of innovation diffusion. This paper will focus on the adopter aspects of the diffusion process. It does not seek to address macro theories of organisational change, in this case the educational institution. It pertains only to the micro aspects of increasing the adoption and utilisation of a specific instructional product.
... Every blessed day comes with its own sets of E-learning materials due to the technological surg in recent times. According to Algahtani (2011), he identified a category of classification that was done base on the extent of the materials association with education. ...
... In the case of Algahtani (2011) he saw e learning materials in two forms known as computer base and internet base eLearning materials. He explains the computer base eLearning materials include software and hardware which can either be accessed through computer managed instructions or computer assisted learning. ...
... In the case of Ghana, the Educational Reforms of 2008 saw the introduction of ICT into the Basic Education Curriculum Development. The introduction and expansion of a range of online learning materials has for the past 20 years been initiating several changes in higher educational institutions like the Polytechnics and Universities (Dublin, 2003) Online learning has the potentials of building total independence of the learning abilities of the learner such that he or she is capable of learning without any facilitation from his lecturer (Algahtani, 2011;Zeitoun, 2008). ...
The main aim of this study was to find out whether students online experience has any influence on their academic success in higher education in Ghana. The study had three sets of objectives; to determine the online learning material types which are mostly preferred and frequently used by the 2018/2019 Masters in Education Students of IDL, KNUST, to examine the challenges the 2018/2019 Masters in Education Students of IDL, KNUST encountered in accessing the online learning materials and to establish the relationship between the 2018/2019 Teacher Education Students of IDL, KNUST online learning experiences and their academic success. The sample population was 53 students from the 2018/2019 Masters in Education of IDL, KNUST. Primary data was gathered from the field of study (KNUST, IDL) through a set of questionnaires. Data were analyzed using SPSS software to run a regression to test impact. The findings revealed that students’ online learning experiences do have significant support for their academic success in higher education. The study recommends that the Educational Department of KNUST should restructure the other online learning type such as live video, online audio discussion, application software and podcast to make friendly. The study also recommends that the department should make the info-graphic best in quality to support the students in their academic success.
... As stated in [5], people in the field of e-learning began to realize that you simply cannot put information on the web without a learning strategy for the users. In order for technology to impact positively on learning, it must fit into students live and not the other way round. ...
... One of the first innovations in actual e-learning was the LMS or Learning Management System. The first Learning Management Systems (LMS) offered off-the-shelf platforms for front-end registration and course cataloging, and they tracked skills management and reporting on the back-end [5]. This enabled schools and companies to place courses online and be able to track students' progress, communicate with students effectively and provide a place for real-time discussions. ...
Advancements in Information Communication Technology (ICT) have led to several opportunities especially the ones provided by the Internet. Several people are now taking advantage of distance learning courses and in the past few years huge research efforts have been dedicated to the development of distance learning systems. So far, many e-learning systems are proposed and used practically. This paper focused on the development of an asynchronous and interactive Web-based e-learning system. Its primary objective is to develop a fast, reliable, effective and efficient web-based e-learning system that will address the problems associated with the traditional learning system. Succinctly, the paper discusses the design of a system that enhances e-learning where course lecturers can set their courses, tests and quizzes at their convenient time and can track the activities and performance of their students and guide them to acquire knowledge without being obliged to be physically present on the institution campus. The system was designed using PHP as the scripting language, Macromedia Dreamweaver for the web page, MySQL as the database and Apache as the web server. The system was implemented using real data and the result was successful. This system is no doubt a solution to the constraints of the classical learning system and can be used successfully in distance learning, training, and various educational institutions.
... LMS a broad term used for a wide range of systems that organize and provide access to online learning services for students, teachers and administrators (Ozkan, Koseler & Baykal, 2008). LMS can be used to plan, implement and assess a specific learning process in e-learning (Aziah & Marzuki, 2005). To date, many institutions of higher learning in Malaysia has implement LMS to support their elearning program. ...
... LMS is a software application or web-based technology used to plan, implement and assess a specific learning process (Aziah & Marzuki, 2005). LMS is an infrastructure that delivers and manages instructional content, tracks the progress towards meeting those goals, identifies and assesses individual and organizational learning or learning goal and collects and presents data for supervising the learning process of organization as a whole. ...
Knowledge management era give impact the world in many domains, including education sectors. Education sector moves to the online learning instead of traditional approach; face to face. Learning Management System (LMS) is one of the knowledge management tools that support knowledge sharing and communication among its participants. To date LMS has been found to be very popular among institution of higher learning in Malaysia. This study empirically investigate the effect of user based design and usability on LMS. Fifty respondents involved in this short survey. The findings are expecting useful for designers of LMS. I INTRODUCTION The advancement of computer technology and communication system such as internet encourages institution of higher learning to move towards electronic learning (e-learning) paradigm. E-learning is referred to the used of networked information and communication technology (ICT) in teaching and learning (Naidu, 2006). Through this technology teaching and learning can be done through the Internet. Thus, teaching and learning are not longer being constraint by space and time. ICT enable the participants particularly teachers and students to interact and play an active role in digital environment. Teachers will prepare and provide content and learning materials. These materials can be made specialized to the learners need (Tavangarian et al., 2004). The students or the learners will then interact with the course content. The interaction forms a knowledge sharing environment that extend the traditional teaching and learning environment.
... Furthermore LMS presents opportunities for the institution to adapt with the rapid pace of technological and economic advancement happening in the country. Also LMS shows promising results when it is combined with an advanced collaborative tool in web-based teaching of programming languages [8] But the faculty and students, as the direct implementors and receivers must embrace the new innovations brought by technology integration for it to be successful [9], [10]. ...
This research aimed to investigate e-readiness for a web-based classroom in a state college in the Philippines utilizing observations from the faculty and students. Specifically, it determined the level of readiness of faculty and students to a learning management system, compare the level of readiness of the two groups, and propose an instructional and learning environment through a virtual classroom. Two instruments were utilized and administered to 48 faculty members and 65 students to determine their readiness to the concept of a virtual classroom as an emerging trend in classroom management and as part of the driving tool for quality management in the area of instruction. Results show that the faculty members were eager to adopt the concept of a virtual classroom since they have the technical access and about necessary computer skills. But they are doubtful on the availability of a reliable internet connection and computer accessories like headphones, microphones and, webcams. Students reported a moderate readiness for the learning methodology. But they manifested the proper motivation towards the innovation. Between the groups, there was no significant difference in their reported levels of readiness. Various components from the results were considered for the determination of tools and features of the learning management system. The College domain was integrated with the Google Suite and utilized its services together with the online classroom suited for the institution which can be accessed through an Astean account. The platform utilized the hybrid approach exercising blended learning and online activities. A further study that evaluates the effectiveness of the approach to the faculty is recommended as well as an investigation on impact to the students.
... Системи за електронно обучение (LMS) -По време на процеса на дистанционно обучение значителна роля имат системите за управление на обучението (LMS), известни също като виртуални среди за обучение (VLE) или платформи за обучение. LMS може да се дефинира като: "софтуерно приложение или уеб-базирана технология, използвана за планиране, прилагане и оценка на конкретен учебен процес" [5]. LMS са специализирани системи за обучение, базирани на съвременни интернет и уеб технологии [6]. ...
The aim of this article is addressing of the main issues with today's software solutions for developing interactive learning content. As a result, the main approaches are derived to providing adaptive personalized training are outlined and the key problems in creating personalized interactive e-learning are systematized.
... As they analyze the potential of the LMS, there are multiple concerns to the choice of Management System. There are extrinsic and intrinsic factors to consider, among which, tenure is a concern (Aziah & Marzuki, 2005). But to use technology as a content repository, those that choose systems must consider the methodologies of the teacher. ...
Information and Communication Technology (ICT) has transformed today’s society, having an increasingly essential role in many different areas. In the scope of English Language Teaching (ELT), as technology continues to become more attractive and pervasive, Learning Management Systems (LMS), Learning Content Management Systems (LCMS) and Content Management Systems (CMS) have become more and more popular for managing and delivering content. These otherwise known as learning platforms have spurred engaging discussion in terms of the extent to which they are beneficial for learning, and what their limitations are. Thus, this study aimed to analyze the Ecuadorian ICT context and what is being done to convince the learner of the 21th century to become proficient in English via these platforms. To do so, a qualitative research design was applied through a General Scanning Model; an exploratory study was applied in four universities in Ecuador to determine undergraduates’ perception towards e-learning platforms, considering variables like students’ biographies, digital competences, and access to technology. On-line questionnaires, focus-groups and individual interviews were carried-out to collect and analyze the data. This study allowed us to better understand how the shifts brought about by technology have produced a new view of what constitutes learning a foreign language.
... According to [15] a Learning Management System (LMS) is a software application for the administration, documentation, tracking, reporting and delivery of e-learning education courses or training programs. Further [3] sees an LMS as a software application or web-based technology used to plan, implement and assess a specific learning process. Several surveys are carried out to investigate the factors that are related to the use of computer technology in teaching and learning processes by teachers [4]. ...
Use of ICTs integration for enhanced learning has been studied for some time now with focus
mainly on content delivery. It has however been noted that ICTs usage for learning has not picked well and
in a uniform way. Further, little has been done to ensure delivery from a common pool so as to promote
standardization of curriculum delivery especially on content creation and sharing. This has left a gap in ICT
usage and improvement of delivery. The main objective in this paper is to look at the usability of learning
management system software (LMS) and recommend the development of an improved interactive learning
management system (i-LMS) to facilitate data collection from users to support teaching and learning
functions in secondary schools. The model shall enable content creation and sharing among students,
teachers, content developers and administrators. Captured data will be kept in a common repository in a
database for access by all schools for learning. This will help improve delivery through Learning
Management Systems software by making it possible to avail resources to a bigger audience from a common
pool.
... Learning Management Systems (LMSs) are also known as Virtual Learning Environments (VLEs) or Course Management Systems (CMSs) and are one of the solutions useful for both students and instructors in e-learning environments (Altun, Gulbahar, & Madran, 2008; Chang, 2008; Falvo & Johnson, 2007). Learning Management System is defined as a web-based technology which assists in the planning, distribution, and evaluation of a specific learning process (Alias & Zainuddin, 2005). Sallum (2008) describes LMS as a high solution package that allows for the delivery and administration of content and resources to all students and employees. ...
The purpose of this paper is to present the theoretical framework underlying a research on factors that influence utilization of the Jusur Learning Management System (Jusur LMS) in Saudi Arabian public universities. Development of the theoretical framework was done based on library research approach. Initially, the existing literature relevant to the subject was reviewed to determine the important variables related to factors influencing the use of LMS in higher education. The paper provides insights of the external and internal variables or factors that influence the use of Jusur LMS for teaching and learning purposes. The internal variables consist of the attitude of Saudi Arabian faculty members towards using LMS, their beliefs towards e-learning, and their competence level in using LMS. The external variables consist of barriers faced by the faculty members and demographic factors. This study was limited to the use of Jusur LMS, one of the e-learning management tools used in Saudi Arabian universities, and surveyed faculty members of Saudi Arabian public universities. This theoretical framework can be adapted to suit the requirements of other similar studies related to planning and implementation of various technology programs in higher education.
... Learning management systems (LMSs) are a key category of software platforms used currently. An LMS is a software application or Web-based technology used to plan, implement, and assess a specific learning process [1]. Modular Object Oriented Developmental Learning Environment (Moodle) [2], Blackboard [3], and Sakai [4] are some of the leading systems. ...
Learning management systems (LMSs) are becoming increasingly popular at many educational institutions such as universities. However, they provide same content for all learners in a given course. Educational theory suggests that learners have different styles of learning. Ideally, the content must be arranged to match each learner's learning style. In this study, we propose a framework for adaptive LMSs that can tailor course content to the individual learner's learning style. We estimate the learning style of the student using two methods: a questionnaire and a rule-based method that utilizes the learner's activity within the LMS. The Felder–Silverman learning style model served as the basis for our system implementation. We explain the operational aspects of our framework and present the findings in applying the framework to a course conducted in Moodle LMS.
Knowing the components of E-learning, the evidence of its effectiveness, the implementation required for college growth, the evaluation techniques for e-learning and e-learning by outlining important words, the introduction to e-learning and its role in clinical training is provided by the authors. , and how E-learning can be considered evidence of educational scholarship. Using of internet for E-learning is Technologies to increase expertise and efficiency. E-getting to understand technology gives power to learners over technology. Elearning would mean using of internet technologies to enhance information and productivity. It could be known as a technology provides learners with control over content material, learning sequence, mastering speed, time, and daily media, enabling them to tailor their feedback to achieve their personal mastering goals. In fact, E-learning seems to be at least as effective in various science education contexts. Traditional teacher-led approaches along with lectures. However, students do not see E-learning as a supplement to traditional teaching, which forms part of a mixed-mastering strategy. Repositories provide an increasing infrastructure to direct e-learning expertise from within medical training. To monitor access to e-getting to know substances, agreement on technical standardization, and techniques for peer review of these sources, or virtual libraries. E-learning presents extreme research opportunities for faculty, along with persevering with scholarship reporting difficulties. Innovations in e-learning technology are closer to a schooling revolution, enabling individualized learning (adaptive mastering), and improving connections between learners with others (collaborative information acquisition). The incorporation of e-study into clinical education will catalyze the change towards using adults to get to know the concept, where educators are now not directly serving because content material suppliers are more interested as mastering facilitators and competence assessors. Keywords: E-Learning, Pharmacy and Medical, Advantages, Education
The book is about eLearning and Social Media. It is written in Arabic
This study investigates the effectiveness of using e-learning in teaching in tertiary institutions. In
institutions of higher education, the issue of utilizing modern information and communication
technologies for teaching and learning is very important. This study reviews literature and gives a
scholarly background to the study by reviewing some contributions made by various researchers
and institutions on the concept of e-learning, particularly its usage in teaching and learning in higher
educational institutions. It unveils some views that people and institutions have shared globally on
the adoption and integration of e-learning technologies in education through surveys and other
observations.
It looks at the meaning or definitions of e-learning as given by different researchers and the role that
e-learning plays in higher educational institutions in relation to teaching and learning processes, and
the advantages and disadvantages of its adoption and implemention.
Key words: Elearning, Information and Communication Technologies, Higher Education
ABSTRACT
The purpose of the study is to evaluate geography teachers’ concerns in implementing the 5E instructional model in the competency based curriculum reforms of Sri Lanka. The Concern-Based Adoption Model (CBAM) was employed as theoretical and conceptual framework underlying the study. An explanatory mixed method design was used for data collection. The respondents for quantitative approach on Stages of Concern (SoC) consisted of 311 geography teachers from secondary schools in Kalutara district, Sri Lanka. A total of nine (9) geography teachers who shown their high concerns in the survey was selected for the qualitative methods on Levels of Use (LoU) and Innovation Configuration (IC). The study used adapted instruments such as Stages of Concern Questionnaire (SoCQ), basic interview protocol and innovation configuration map from the actual instruments of CBAM. The data obtained from questionnaires was analysed using descriptive statistics (mean and standard deviation), inferential statistics (independence t-test and one way ANOVA) and percentiles profiles. While data obtained from interviews and classroom observations of geography teachers in terms of their LoU and IC of the curricular innovation were analysed based on the CBAM guidelines. The findings from analysis of SoCQ showed teachers remained at the initial SoC over the implementation of the 5E instructional model. The analysis across group of teachers in terms of medium of instruction, location, school types, age, qualifications and experience revealed significant differences in their SoC regarding the 5E model. The results from the interviews revealed that geography teachers overall use of the innovation ranged from LoU II-preparation to LoU IVA- routine, whilst many remained at LoU II- preparation. Similarly, the geography teachers differed in LoU based on their medium of instruction, location, school types, experiences and academic qualifications. The classroom observations showed that many teachers did not reach acceptable level of teaching in using the 5E model. The study suggested several intervening strategies to take geography teachers to the higher SoC and LoU as well as motivate teachers to practice at the ideal level of teaching using the 5E model. The study also extended application of CBAM using variables medium of instruction, types of school and teachers’ age in evaluating curriculum reforms.
The traditional education system, also referred as conventional education system, was mainly based on the black board teaching and face to face classroom interactions. The reach of an expert was upto 100 students approximately. Later, in a phase manner, a number of technologies were invented and these were used as tools to serve and meet the enhanced educational needs. Some popular medium used to cater the educational services from one place to the other were Video Cassette Recorder (VCR), Compact Disk (CD), Digital Versatile Disk (DVD), and later Satellite based Receive Only Terminals (ROTs), Satellite Interactive Terminals (SITs)/Virtual Classes. Now it has moved towards the Cloud Enabled Learning Management System (LMS). In this article, we will discuss in brief about each and every popular educational environment and finally about the Cloud Enabled LMS along with their characteristics and strengths.
The purpose of this study was to investigate the relation between teachers' concern toward information and communication technology and their usage levels according to Hall and Hord's Concern Based Adoption Model. Research population was high school teachers in Isfahan city. The sample included 110 teachers selected by clustering random sampling method. The research method was correlation and descriptive. Research instruments were two questionnaires: A) Hall and Hord's Concern Based Adoption Model, and B) Griffens' and Cristinesen's questionnaire for measuring usage levels. Data was analyzed by using correlation coefficient and regression analysis. Results indicated that there were positive relationships between information and communication technologies levels of use (non-use, orientation, preparation, mechanical use, routine, refinement, integration, and renewal) and stages of concern (awareness, informational, personal, management, consequence, collaboration, and refocusing). There was not a meaningful relationship between levels of use and management stage of concern.
This study attempted to investigate the concerns and perceptions of Iranian EFL university instructors of technology integration in their classes. A sequential mixed method design was used in this study including Hall, George, & Rutherford’s (1977) Stages of Concern Questionnaire (SoCQ) and Rogers’ (1995) Diffusion of Innovation (DOI) questionnaire followed by a semi-structured interview. There were 91 university instructors asked to participate in the survey, out of whom nine were interviewed and finally, a focus group of five participants was conducted. The findings of the study revealed that the university instructors showed more Self concerns (Informational and Personal stages). “Relative advantage and compatibility” attributes of Diffusion of Innovation model were proved to be significantly different among instructors of different fields of study while the participants’ gender revealed a significant difference in their “trialability” attribute. Moreover, based on the quantitative data of the study, lack of administrative facilities, instructors’ technology literacy toward technology integration and accessibility of technology for all the students were reported to be the source of the instructors’ concerns.
The purpose of this study was twofold: first, to explore the relationship between students' learning styles and their online participation in a blended learning course, and second, to investigate the relationships of students' online participation with their learning achievement and with course satisfaction. A total of 78 undergraduate students from a general education course called Digital Citizenship took part in the study. All the participants were required to participate in four different types of online activity: information access, interactive learning, networked learning and materials development. The study used the method of partial least squares to explore the relationships between different constructs. The results indicate that students' learning styles were significantly related to online participation and that online participation in networked learning and materials development was significantly related to their learning achievement and course satisfaction. This study highlights not only the crucial role of learning styles in online participation but also the importance of individual constructivism and social interaction for effective online learning.
This article views a particular example of action research through the theoretical lens provided by the Concerns Based Adoption Model of professional development. A small group of teachers in Lesotho, used action research to investigate their understanding and practice in the midst of externally initiated change. Data was collected from teachers’ discussions during the 2 years of the project. Teachers interacted during planning sessions; lesson observations and reflection meetings. Results indicated that these teachers’ development and change through action research corresponded with the seven levels of the Concerns-Based Adoption Model (CBAM) which are awareness, information, personal concerns, management, consequences, collaboration and refocusing. The demonstrated resonance between CBAM and action research is significant, given the differing orientations of the two models. There is a need however to conduct further studies with larger samples and possibly from diverse areas to further explore the relationship between the Concerns-Based Adoption Model and action research.
As adopting information and communications technology to deliver instruction and facilitate learning, course management systems (CMSs) offer an alternative capability to enhance management practices. Based on innovation diffusion theory, this study explores CMS effectiveness (EF) and reliability (RL), and considers both perceived innovative attributes (IA) and demographic characteristics. This study also exams the moderating effect of complexity (CX) and mediating effect of function evaluation (FE) on the causal relationship between IA and outcome variables (i.e., EF, RL). Analysis also includes the differential effects of three types of CMSs and gender differences. Participants were 238 undergraduates, majored in business or management, who volunteered to complete an online survey. Results show that perceived IA affect RL and EF, but not FE. CX moderates the effect of perceived IA on RL, but does not moderate the effects of perceived IA on FE and EF. EF, but not FE, appears to mediate the effects of perceived IA on RL. There is no significant difference in model fit between genders, but there is among the type of CMS solution group. Conclusions and implications are offered regarding the future research for program leaders and practitioners.
Providing adaptive features and personalized support by considering students' learning styles in computer-assisted learning systems has high potential in making learning easier for students in terms of reducing their efforts or increasing their performance. In this study, the navigational behaviour of students in an online course within a learning management system was investigated, looking at how students with different learning styles prefer to use and learn in such a course. As a result, several differences in the students' navigation patterns were identified. These findings have several implications for improving adaptivity. First, they showed that students with different learning styles use different strategies to learn and navigate through the course, which can be seen as another argument for providing adaptivity. Second, the findings provided information for extending the adaptive functionality in typical learning management systems. Third, the information about differences in navigational behaviour can contribute towards automatic detection of learning styles, helping in making student modeling approaches more accurate.
J The adoption of teaching and learning technologies is an innovation that challenges the structure, culture and practice of modern research universities. This paper documents quantitatively and qualitatively the attitudes, skills and behavior of the faculty related to the u~e of instruc-tional technology at a large Canadian research university. The data was gathered from a survey (n = 557) of teaching faculty. The data is ana-lyzed with respect to Roger's (1995) categories of adoption of innova-tion differentiating "Earlier Adopters" {EAs} from "Mainstream Faculty" (MF). The paper discusses four factors that have tended to create a "chasm" between these two groups and discusses strategies for reducing the chasm and providing support and incentive for all faculty in the adoption of instructional technologies.
Eight conditions that facilitate the adoption, implementation, and institutionalization of educational technology innovations are described and applications to the transfer of portable software are suggested. The conditions: dissatisfaction with the status quo, knowledge and skills, resources, time, rewards, participation, commitment, and leadership. Potential outcomes for using the conditions to review the likely level of portability of an educational software product in terms of its implementation in local sites are suggested.
Appropriate diffusion of geographic information technologies is hampered by lack of systematic research on factors and processes affecting diffusion, utilization and impact assessment of the technologies and by a variety of conceptual and methodological problems. Diffusion of innovation principles developed in other fields, in combination with methods developed within the field of management information systems, provide an important beginning for improved understanding. This paper focuses on gaps in knowledge which might be addressed within the geographic information field by analysis techniques and research methodologies used in the diffusion of innovations.
This paper discusses how theories of innovation diffusion have been incorporated into instructional technology. The paper describes general diffusion theory and includes four of the most commonly discussed theories of diffusion. Following this, the authors describe how general diffusion theories have been used to build diffusion theories specific to instructional technology. The paper states that the two major categories of IT-related diffusion theory are Systemic Change Theories and Product Utilization Theories. The paper describes two opposing philosophical views of technology: Determinism and Instrumentalism. The authors use the two philosophies of technology to create two subcategories of IT-related diffusion theory: Developer-Based Theories and Adopter -Based Theories. The authors contend that Developer-Based Theories are flawed in that they overstate the role of technological superiority in the diffusion process.
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