Displaced but not replaced: the impact of e-learning on academic identities in higher education

Challenges facing universities are leading many to implement institutional strategies to incorporate e-learning rather than leaving its adoption up to enthusiastic individuals. Although there is growing understanding about the impact of e-learning on the student experience, there is less understanding of academics‟ perceptions of elearning and its impact on their identities. This paper explores the changing nature of academic identities revealed through case study research into the implementation of elearning at one UK university. By providing insight into the lived experiences of academics in a university in which technology is not only transforming access to knowledge but also influencing the balance of power between academic and student in knowledge production and use, it is suggested that academics may experience a jolt to their „trajectory of self‟ when engaging with e-learning. The potential for elearning to prompt loss of teacher presence and displacement as knowledge expert may appear to undermine the ontological security of their academic identity.