The Impact of Age, Gender, Culture and Language toward the Use of ICT for Teaching and Learning by Lecturers in University of Tripoli, Libya

Mohamad, Abdul Ghafar Mansor M. M.; Idrus, Syed Zulkarnain Syed; Ibrahim, Amani Ali Elmetwely Ali

doi:10.6007/ijarbss/v9-i14/6506

Cited by 3 publications

(2 citation statements)

References 16 publications

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“…Furthermore, the transition to online teaching and learning, accelerated by the COVID-19 pandemic, presents learners and EFL educators with new challenges and requires adjustment. Additionally, age, gender, culture, and language significantly influence professors' utilization of ICT at Libyan universities (Mohamad (Mohamad et al, 2019). The literature also underscores the importance of social variables and motivational factors for educators and students when integrating technology for language learning.…”

Section: Lecturersmentioning

confidence: 99%

English-Language Lecturers' Acceptance of E-Learning in Libyan Universities; Theoretical Models and Challenges: A Systematic Literature Review

Ali Badi,

Md Noor

2023

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In comparison to developed nations, the utilisation of e-learning in developing countries remains relatively uncommon. Consequently, this research addresses the prevailing call in the academic literature for increased investigation into the reception, integration, and utilisation of e-learning systems and applications among English-language educators in Libyan universities, aiming to contribute to the existing knowledge gap. This study conducted a systematic literature review (SLR) following the PRISMA 2020 guidelines. This rigorous method centred on theories and models related to the acceptance of e-learning technology, the pertinent issues and challenges encountered within Libyan higher education institutions. The findings of the PRISMA-guided review shown that Technological Acceptance Model (TAM) stands as the predominant theoretical framework employed to assess the adoption of e-learning in Libyan universities. Conversely, studies grounded in alternative technological acceptance theories, such as the Unified Theory of Acceptance and Use of Technology (UTAUT) and Theory of Reasoned Action (TRA), are notably scarce. Therefore, this study advocates for the continued utilisation of the TAM framework in forthcoming research endeavours due to its comprehensive foundation in technology acceptance models and its capacity to offer novel insights. The results of this PRISMA-guided study hold potential significance for scholars engaged in the examination of technology adoption for teaching and learning the English language as a foreign language (EFL), particularly in the context of developing countries.

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Section: Lecturersmentioning

confidence: 99%

English-Language Lecturers' Acceptance of E-Learning in Libyan Universities; Theoretical Models and Challenges: A Systematic Literature Review

Ali Badi,

Md Noor

2023

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“…As far as The University of Damascus -Syria is concerned, in the teaching area, an unpleasant work environment is perceived and at the same time. Mohamad, Idrus, and Ibrahim (2019) note that employees in The University of Damascus -Syria do not perceive an environment that can be motivated by some indicators; they are perceived dissatisfied with the work they exercise day by day. Likewise, the teaching area collaborators present a low willingness to collaborate with some particular issues, among other things.…”

Section: Introductionmentioning

confidence: 99%

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2020

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The Adoption of ICT in Libyan Higher Education Institutions (LHEIs): Theoretical Models and Challenges

Alshref

Abas

Bakar³

2021

J. Phys.: Conf. Ser.

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The adoption of eLearning in developing countries is rare when a comparison is made against the developed nations. Therefore, this study answered calls from numerous literature demanding for more research to investigate the adoption, usage, and application of eLearning systems and applications in Libyan higher education institutions (LHEIs) to contribute to this crucial knowledge gap. Thus, a systematic literature review (SLR) was conducted focusing on the eLearning technology acceptance theories and models and open issues and challenges facing the LHEIs. Hence, the findings revealed that the technology acceptance model (TAM) is the most dominant theoretical model applied to test the adoption of eLearning in LHEIs. The finding further revealed that there are limited studies based on other technology acceptance theories such as the unified theory of acceptance and use of technology (UTAUT), the theory of reasoned action (TRA), and the theory of planned behavior (TPB). Hence, this study recommends the adoption of the UTAUT framework for future research due to its foundation from eight different technology acceptance models, including the dominant TAM theory, which could offer new insights. The findings of this study have the potential for academic researchers wanting to study the acceptance and use of technology for teaching and learning especially in developing countries.

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The Impact of Age, Gender, Culture and Language toward the Use of ICT for Teaching and Learning by Lecturers in University of Tripoli, Libya

Cited by 3 publications

References 16 publications

English-Language Lecturers' Acceptance of E-Learning in Libyan Universities; Theoretical Models and Challenges: A Systematic Literature Review

English-Language Lecturers' Acceptance of E-Learning in Libyan Universities; Theoretical Models and Challenges: A Systematic Literature Review

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The Adoption of ICT in Libyan Higher Education Institutions (LHEIs): Theoretical Models and Challenges

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