Acceptance and resistance to e-learning adoption in developing countries: a literature review

Abstract

This article aims at understanding how research on acceptance and resistance to e-learning in developing countries is undertaken. To do so, it performs a systematic literature review of articles from 2007 to 2019. As a result, 44 analyzed studies have shown the evolvement of e-learning acceptance literature in developing countries in the last decade, mainly grounded on the Technology Acceptance Model (TAM) framework, with minor use of Unified Theory of Acceptance and Use of Technology (UTAUT) and critical success factors perspective. None of the reviewed studies used an explicit framework of resistance to adoption. Also, most of the applications of TAM and UTAUT did not explore the specificities of developing countries in the acceptance of e-learning. Furthermore, the review has found a concentration of studies focusing on students, Higher Education, and developing countries with the highest income levels.

Implementation of Software as a Service to Increase the Scalability of the Merdeka Belajar Policy in Indonesia

“…E-learning is experiencing rapid development due to the COVID-19 pandemic (Alhumaid et al, 2020). As a result, people in developing countries who previously used physical classes as a place to study (Bizzo, 2022) is forced to learn to use various technologies for learning, such as zoom, email, Moodle, classroom, and other forms of Learning Management Systems (LMS). Getting used to this technology is no longer an option but an action that must be taken to survive.…”

“…LMS brings a change in many ways. The most positive impact felt by the community is that elearning media can reduce the cost of education and provide various benefits for its users, such as ease of use and unlimited access to time and place (Bizzo, 2022). However, adapting to the use of LMS cannot just happen.…”

“…However, the problem that arises next is that most institutions in Indonesia do not have good e-learning (Fahmi, 2020), especially to support the Merdeka Belajar program. This is due to the lack of support from expert staff in the development of e-learning that suits the needs of the institution (Bizzo, 2022), the high cost of developing e-learning (Fahmi, 2020), the need for a long e-learning development time, and the maintenance process that is not easy (Azouzi et al, 2018).…”