A study of factors influencing higher education teachers' intention to use E-learning in hybrid environments

Babie, S.; Cicin-Sain, M.; Bubaš, Goran

doi:10.1109/mipro.2016.7522285

Cited by 23 publications

(19 citation statements)

References 10 publications

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“…However, for many lecturers, who are not familiar with this new teaching approach, several concerns can increase resistance to the process. For example, the complexity of the software can aggravate anxiety [26,[29][30][31]. This can be minimized by creating e-learning centers, that could help better prepare students and lecturers to adapt to the e-learning process.…”

Section: Educators' Approach To E-learningmentioning

confidence: 99%

Embedding E-Learning in Accounting Modules: The Educators’ Perspective

et al. 2020

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The aim of the paper is to investigate the benefits and drawbacks resulting from the implementation of e-learning in accounting modules among educators. The primary source of data was a questionnaire conducted among 79 accounting lecturers, employed by the leading Polish economic universities. The results of the survey have shown that e-learning is not widely used by accounting academics in Poland. The most important benefits of the e-courses included the enhancement of efficiency and flexibility of the teaching process. The most serious difficulties were an extensive amount of work associated with designing and updating course materials and technical problems. The effectiveness of e-learning techniques in teaching accounting subjects is determined by the easiness of e-learning delivery, more regular learning process, greater development of students’ social competences during e-learning classes and a more effective process of verification of students’ progress, in comparison with traditional classes. Furthermore, the study provides evidence that lecturers, who decided to use e-learning, perceive this way of teaching as more efficient, and at the same time more demanding, in comparison to traditional classes. The paper contributes to the understanding of the use of e-learning in accounting education and offers findings that might be useful for both policymakers and practitioners.

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Section: Educators' Approach To E-learningmentioning

confidence: 99%

Embedding E-Learning in Accounting Modules: The Educators’ Perspective

et al. 2020

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“…Lack of ICT skills [1], [32], [16], [24], [17], [26], [28], [18], [19], [21] [22], [23] Lack of E-Learning knowledge [1], [17], [14], [31], [25] Instructors Resistance to change [33], [16], [16] [24], [34], [17], Lack of time to develop e-courses [2], [33], [16], [18], [21], [29], [22], [35], [30], [23], [25] Lack of Motivation [1], [17], [22], [35], [23] While getting the quantitative results through survey, it was also found in Table 6 that most of the respondents agreed about the importance of barrier factors of instructor dimension for successful implementation of E-Learning having mean in between 3.31 to 3.70. It can be concluded from the data in Table 6 that among all the respondents, "Lack of Time to Develop E-courses" is having the highest mean value (3.70).…”

Section: Resources / Referencesmentioning

confidence: 99%

“…Inappropriate Infrastructure [15], [1], [32], [36], [24], [17], [26], [37], [18], [19], [21], [22], [35], [23], [30], [25] Low internet bandwidth [1], [32], [36], [17], [38], [27], [19], [20], [21], [35], [23], [30], [31] Lack of technical support, [1], [2], [33], [39], [36], [24], [20], [40], [22], [41], . [35], [31] While getting the quantitative results through survey, it was also found in Table 8 that most of the respondents agreed about the importance of barrier factors of Infrastructure and Technology dimension for successful implementation of E-Learning having mean in between 3.51 to 3.67.…”

Section: Resources / Referencesmentioning

confidence: 99%

“…Some of the important barriers related to Institutional Management Dimensions are discussed in the literature are shown in Table 8. Lack of Financial Support [15], [32], [1], [42], [24], [34], [43], [28], [18], [27], [19], [22] Lack of Inadequate Policies [15], [1], [2], [42], [32], [24], [17], [18], [31] Lack of Training on E-Learning [15], [1] [2], [33], [24], [36], [30] Lack of Instructional Design [2], [35] While getting the quantitative results through survey, it was also found in Table 10 that most of the respondents agreed about the importance of barrier factors of Institutional Management Dimensions for successful implementation of E-Learning having mean in between 3.39 to 3.62. It can be concluded from the data in Table 10 that among all the respondents, "Lack of Training in E-Learning" is having the highest mean value (3.62).…”

Section: Institutional Management Dimensionsmentioning

confidence: 99%

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Barriers Effecting Successful Implementation of E-Learning in Saudi Arabian Universities

Naveed

Muhammed

Sanober³

et al. 2017

Int. J. Emerg. Technol. Learn.

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Abstract-Advancement of digital technology is influencing the leaping development of various activities in our daily life. E-Learning system has also gained a competitive edge over the prevailing traditional methodology. The prevailing pedagogy is being replaced by the E-Learning teaching system. ELearning teaching-learning methodology provides more flexibility and allows freedom from time, place, physical presence, hectic, and stressful teachinglearning etc., thus plays a vital role in education system. However, there are many barriers in E-Learning methodology for successful teaching-learning. Study on such barriers will help to overcome the difficulties to the success of ELearning. Present research paper attempts to study the various barriers that are affecting the successful implementation of E-Learning in Saudi Arabian Universities. This study reviews various barriers from literatures and identified most important E-Learning barriers which are described and grouped in four dimensions such as Student, Instructor, Infrastructure and Technology, and Institutional Management. Sixteen barriers falling under these relevant dimensions were validated their importance quantitatively through university Students, Instructors, and E-Learning staffs of some well know universities in Saudi Arabia. A survey instrument was developed and tested on a sample of 257 respondents of Saudi Arabian Universities. It was found that Infrastructure and Technology Dimension is the most significant as perceived by respondents. Re- 94

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“…For the needs of this study, the perspective of academic teachers was adopted. They constitute the main development potential of this phenomenon (Babić, Čičin-Šain, Bubaš, 2016, 1103-1108. Of course, they benefit from the technical support of IT specialists and organizational support from the university, however they decide themselves, individually, on the shape and dynamics of inclusion of e-learning in the methodology of teaching.…”

Section: Academic Teachers In the Field Of E-learningmentioning

confidence: 99%

Academic teachers after fifteen years of e-learning experience in the field of didactics and organization of teaching

Lubina

2019

CSNME

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The last fifteen years was filled with various experiences aimed at enriching and modernizing educational work. Teachers have used these experiences to gain both knowledge and skills in conducting classes using IT facilities, especially those that are based on Internet communication. They therefore joined the trend that enriches the teaching methodology with more or less formalized e-learning.The attitudes of academic teachers towards e-learning during these years have changed and reflected various doubts associated with teaching via Internet. Analysis of these changes may be an interesting element of the image of contemporary methodology.

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A study of factors influencing higher education teachers' intention to use E-learning in hybrid environments

Cited by 23 publications

References 10 publications

Embedding E-Learning in Accounting Modules: The Educators’ Perspective

Embedding E-Learning in Accounting Modules: The Educators’ Perspective

Barriers Effecting Successful Implementation of E-Learning in Saudi Arabian Universities

Academic teachers after fifteen years of e-learning experience in the field of didactics and organization of teaching

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