Barriers and enablers to adoption and diffusion of eLearning

Abstract

Purpose -The purpose of this paper is to identify and examine the antecedents that enable or constrain the adoption and diffusion of eLearning in higher education (HE). The key focus of the study is on the examination of how the organisation's diffusion structures, systems or processes influence the individual adoption of eLearning. The findings from this literature review contribute to practice through providing a better understanding of the issues associated with institutional diffusion mechanisms that aid the adoption of learning technologies. Design/methodology/approach -An extensive search of the literature was conducted. The selected references were analysed into a number of categories; macro-level studies examining HE context of eLearning, micro-level studies focusing on individual and social factors and articles focusing on management issues of adoption and diffusion of technological innovations. Finally, over 300 articles were used to compile the findings of this paper. Findings -The paper argues that future research studies should not model the adoption and diffusion of eLearning based primarily on either an individualist (Micro) or structuralist (Macro) perspective, but by using a more interactive approach to examine the complexity and multiple levels and dimensions of social reality. Research limitations/implications -A significant exclusion and one which clearly calls for further research, is the aspect of institutional structures such as library systems, virtual learning environments, administrative support systems and other technical systems such as enrolment, registration, assessment and students, with respect to the adoption of eLearning. Future studies may want to explore the interplay between these structures and agency. Practical implications -The study findings contribute to practice through providing a better understanding of the issues associated with institutional diffusion mechanisms that aid the adoption of learning technologies. Considering the slow and often disappointing adoption of eLearning within higher education institutions (HEIs), the study reveals the nature of adoption that may inform the development of institutional eLearning diffusion structures. Social implications -The paper identifies that the importance of individual factors influencing the adoption of eLearning has been acknowledged by the above studies, and the underlying message has emerged that levels of eLearning adoption would be higher if strategic managers recognised the social dimensions of eLearning innovation and diffusion, such as: academic and professional goals, interests and needs; technology interests; patterns of work; sources of support; and social networks. The argument is that currently eLearning is geared towards technically "literate" and innovative staff, and this strategy reduces the likelihood of mainstream faculty actually adopting instructional technology for their own teaching. Originality/value -A review of the eLearning literature shows that there only a few substantive theoretical accounts ...

Understanding academics' adoption of learning technologies: A systematic review

“…The panel then supervised a research assistant to test and refine the search strategy over a ten-week period. After seven iterations and modifications, with reference to search strategies used by other reviews (Singh & Hardaker, 2014;Smith, 2012), the search strategy below was used. We did not restrict the search by the term 'technology' but expanded it to capture types of innovative teaching practice that use learning technologies.…”

Key Factors of an Organization’s Environment for the Acquisition and Assimilation of an Innovation

“…Such approach was also supported by other authors, considering the factors of BIM diffusion [9], [10]. According to the Oslo Manual, BIM is both a product innovation and a process innovation [11].…”

“…Reviewing the literature on the topic of e-learning published between 2001 and 2013, Singh and Hardaker [9] summarize that published articles and research results on barriers and enablers to adoption and diffusion of e-learning were mainly focused on the importance of having an e-learning strategy; the role of social networks and social phenomenon of opinion leaders; top-down (which can become counterproductive) and bottom-up approaches to diffusion, the role of management, the importance of the administrative and technical infrastructure to support the adoption of e-learning, personal attitude towards innovation, demographic factors (age and gender), perceived time required for adoption of innovation, lack of mechanisms to control the implementation of e-learning.…”

“…It can be concluded that it is necessary to develop a theoretical framework to integrate the research into the influence of exogenous factors and the impact of individual strategies in a single model [9].…”

Innovation of the Study Course Using Pearson Higher Education Tools

“…At the end of the 20th century, eLearning has been progressively implemented into schools. Singh, G., & Hardaker, G. (2014) draw attention to the potential and importance of learning technologies in higher education. They stressed among other things on the reduction of costs to students (McMillin et al, 2010) and the more flexible learning (Haughey, 2006).…”