Implementing an innovation at school is never a straightforward process. Rather, the actual execution of changes in any educational institutions from original ideas to practice is a complicated pattern, which may lead to unexpected outcomes. In order to understand such complexity in educational innovation, in this study, the teachers‟ sense-making process at both individual and organizational levels is used as the main conceptual framework. Drawing on data from semi-structured interviews, this article reports on an exploratory study into the perceptions and implementation of a new online learning system for assisting students‟ self study in the English Preparatory Program at Vietnam National University, Hanoi – International School (VNU-IS).
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Implementing an innovation at school is never a straightforward process. Rather, the actual execution of changes in any educational institutions from original ideas to practice is a complicated pattern, which may lead to unexpected outcomes. In order to understand such complexity in educational innovation, in this study, the teachers‟ sense-making process at both individual and organizational levels is used as the main conceptual framework. Drawing on data from semi-structured interviews, this article reports on an exploratory study into the perceptions and implementation of a new online learning system for assisting students‟ self study in the English Preparatory Program at Vietnam National University, Hanoi – International School (VNU-IS).
