Relevant bibliographies by topics / E-learning adoption

Academic literature on the topic 'E-learning adoption'

Author: Grafiati
Published: 4 June 2021
Last updated: 9 February 2022

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Journal articles on the topic "E-learning adoption"

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Suleiman, Mohammed Sani, Usman Musa Zakari Usman, and Muhammad Yahaya. "E-Learning Adoption Based on Technology Adoption Theory in Nigeria." IJIREEICE 6, no. 10 (October 30, 2018): 9–14. http://dx.doi.org/10.17148/ijireeice.2018.6102.

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Ansong, Eric, Sheena Lovia Boateng, and Richard Boateng. "Determinants of E-Learning Adoption in Universities." Journal of Educational Technology Systems 46, no. 1 (August 8, 2017): 30–60. http://dx.doi.org/10.1177/0047239516671520.

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This study sought to explore the technological, organizational, and environmental determinants of e-learning adoption in University of Ghana using a multistakeholder approach. Another construct (nature of the course) was added to the traditional constructs of the technology-organization-environment framework. Using survey research, e-learning stakeholders in the University of Ghana responded to the questionnaire. The data were analyzed using factor analysis and multiple regression. The findings indicate some disparities in the adoption factors for the three e-learning stakeholders (students, instructors, and administrators). The article concludes with a discussion of future research directions.
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Denan, Zarina, Zarina Abdul Munir, Rahayu A. Razak, Kardina Kamaruddin, and Veera Pandiyan Kaliani Sundram. "Adoption of technology on E-learning effectiveness." Bulletin of Electrical Engineering and Informatics 9, no. 3 (June 1, 2020): 1121–26. http://dx.doi.org/10.11591/eei.v9i3.1717.

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The incorporation of E-learning in both private and public tertiary education can help expedite the learning process. The utilization of fast-paced technology with E-learning also allows for a more flexible and convenient learning process. E-learning platforms can be accessed anywhere as long as there is an internet connection, including at home, the workplace, restaurants or while travelling. This allows for the benefit of distance learning. As such, the current study aims to examine the factor effectiveness of E-learning based on three variables, namely technology, instructors’ characteristics and students’ characteristics and their impact on distance learning. The education system has greatly evolved from the use of apparatus such as chalk and blackboards to the modern use of projectors to conduct lessons. In the current age, E-learning will have an effect on both instructors and teaching technology, aside from the students themselves. As an example, students are expected to know how to utilize these systems in their lessons, instructors must receive training in E-learning systems management and in terms of technology, the E-learning systems must be updated and operated using the most recent upgrades. E-learning is also cost-efficient, less time consuming and reduces the burden on both students and educators.
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Islam, Shiful, Susumu Kunifuji, Tessai Hayama, and Motoki Miura. "An Adoption Model for E-Learning and Knowledge Management Systems." International Journal of Knowledge and Systems Science 3, no. 2 (April 2012): 51–66. http://dx.doi.org/10.4018/jkss.2012040104.

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The authors built an electronic learning (EL) and knowledge management (KM) adoption model for sharing, updating, and adopting the essences of EL and KM based on the existing literature, as well as data and information from face-to-face interviews of 17 EL and KM researchers worldwide. In this paper, the authors discuss the theoretical and practical implications of the model and offer some suggestions for practical improvement of EL and KM systems. The authors used qualitative research and inductive reasoning approaches for this study. Findings show that the proposed model directly impacts EL and KM academics, as well as practitioners, through the adoption of EL and KM systems, and Knowledge Science is enriched by nurturing new concepts and facilitating more opportunities to enhance collaborative, innovative, open, and distributed knowledge sharing and knowledge-adopting culture.
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Abu-Shanab, Emad. "E-Learning System's Acceptance." International Journal of Web-Based Learning and Teaching Technologies 9, no. 4 (October 2014): 1–13. http://dx.doi.org/10.4018/ijwltt.2014100101.

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The major limitation for adopting e-learning systems is students and teachers perceptions of such applications. EduWave is a system implemented in Jordan, to be used by teachers, students and other stakeholders in public schools in the country. This study tried to contrast the perceptions of students and teachers and conclude to future agenda for improving the success chances of such systems. The research utilized results from two empirical studies, with 2 surveys applied to both teachers and students to probe their opinions regarding the obstacles facing EduWave utilization, the advantages and disadvantages of the system, the functionalities used, and the factors influencing the adoption. Results supported the original Technology Acceptance Model (TAM), with significant prediction of intentions to use EduWave through perceived usefulness and perceived ease of use for both teachers and students. Also, teachers and students results did not support the role of trust in the process. Conclusions and future work are stated at the end.
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Gallaher, James, and Tim L. Wentling. "The Adoption of e-learning Across Professional Groups." Performance Improvement Quarterly 17, no. 3 (October 22, 2008): 66–85. http://dx.doi.org/10.1111/j.1937-8327.2004.tb00314.x.

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Mehta, Ashwin, Neil P. Morris, Bronwen Swinnerton, and Matt Homer. "The Influence of Values on E-learning Adoption." Computers & Education 141 (November 2019): 103617. http://dx.doi.org/10.1016/j.compedu.2019.103617.

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Thowfeek, Mohamed Hussain, and Azizah Jaafar. "The Influence of Cultural Factors on the Adoption of E-Learning: A Reference to a Public University in Sri Lanka." Applied Mechanics and Materials 263-266 (December 2012): 3424–34. http://dx.doi.org/10.4028/www.scientific.net/amm.263-266.3424.

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The study investigated the factors influencing e-learning adoption behavior of instructors of a public university in Sri Lanka. The analysis of various models used to study the adoption behavior reveals that cultural factors were neglected. Therefore an e-learning adoption model was proposed considering cultural factors and the model was tested among instructors. The findings of this research have significant effects on the suitability of adopting an e-learning system at this university. However it is recommended that this study should be extended to include instructors belonging to multi-ethnic groups in all universities in Sri Lanka.
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Al-Khasawneh, Ahmad, and Randa Obeidallah. "Factors Contributing to E-Learning Success." International Journal of Information and Communication Technology Education 11, no. 3 (July 2015): 30–38. http://dx.doi.org/10.4018/ijicte.2015070103.

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This paper is concerned with the improvement of teaching and learning process through the adoption of Information and Communication Technology (ICT) and e-learning in Jordanian higher education institutions particularly in The Hashemite University (HU). The main challenge of the study is to provide such an understanding of how ICT and e-learning would be accepted through applying the Diffusion of Innovation (DOI) theory. Factors influencing user acceptance and adoption of ICT in Jordan on student motivations for the acceptance of technologies necessary for the delivery of e-learning activities are handled in this paper. The findings show the significant relationship between student's perception of technology characteristics and their attitude towards using the technology in the educational system.
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A. Hussein, Lubna, and Mohd Faiz Hilmi. "Cloud Computing Based E-Learning in Malaysian Universities." International Journal of Emerging Technologies in Learning (iJET) 15, no. 08 (April 24, 2020): 4. http://dx.doi.org/10.3991/ijet.v15i08.11798.

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Cloud computing is considered as a new innovation which essentially influences teaching and learning forms in educational sector. Utilizing this innovation not as it were upgrades the quality of teaching and learning, but too diminishes overhead consumption of instructive educate. In spite of the beneficial points of interest of cloud computing, in any case, its adoption is still distant from full potential, especially in university settings. However, there are not many studies on the adoption of cloud-based E-learning systems. Thus, this research is aimed to develop a theoretical research model for the adoption of cloud computing in universities of Malaysia. For this purpose, TAM model is used to represent the research framework. A survey was conducted among 265 cloud-based E-learning participants and analyzed by structural equation modeling (SEM). The findings indicate that the adoption of cloud-based E-learning is influenced by need, perceived usefulness, although inattentiveness is not significant to use intention to adopt cloud based e-learning.
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Dissertations / Theses on the topic "E-learning adoption"

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Al-Azawei, Ahmed Habeeb Said. "Modelling e-learning adoption : the influence of learning style and universal learning theories." Thesis, University of Reading, 2017. http://centaur.reading.ac.uk/77921/.

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E-learning faces a high failure rate, particularly in developing nations due to a lack of public acceptance. One of the most commonly adopted theories for investigating this is the Technology Acceptance Model (TAM). However, TAM fails to consider the effect of individual and cultural differences, and environmental variables on users’ technology acceptance. The present research therefore sought to address TAM’s limitations in the elearning context, by considering individual differences adopting the Felder and Silverman Learning Styles Model (FSLSM) and environmental learning factors using the Universal Design for Learning (UDL) framework. It also attempts to identify any barriers to effective e-learning implementation in Iraq. A survey research design comprising analytical and descriptive methods was consequently adopted. Two experiments were conducted in Iraq to validate the proposed research framework from the perspective of undergraduate students. A third experiment was dedicated to in-depth understanding the hindrances to e-learning application in Iraq’s public-sector universities, from the standpoint of undergraduates and academic staff. The findings suggest that the explanatory power of TAM can be improved by integrating learning styles as moderators, although this psychological trait has limited ability to predict e-learning acceptance and learners’ perceptions as well as it is uncorrelated with academic performance. However, combining the UDL model with TAM enhances its power to predict e-learning acceptance and learners’ perceptions. Furthermore, the qualitative outcomes identify many barriers to e-learning implementation in Iraq, supporting the quantitative analysis and highlighting other factors that could influence e-learning acceptance. This study should provide valuable information for scholars, leadership, e-learning providers and instructors, while also contributing to TAM, learning styles and universal learning theories. It is the first of its kind to examine e-learning acceptance in Iraq, in terms of the integrated factors. This research is also the first to compare the influence of learning styles and universal learning theories on e-learning experience. Accordingly, it extends the existing literature and fills a research gap in the Iraqi context, with empirical implications being discussed for further research.
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Namirembe, Esther. "E-learning in universities in Uganda: predictors of successful adoption." Doctoral thesis, Faculty of Commerce, 2019. https://hdl.handle.net/11427/31840.

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Adoption of e-learning technology has been carried out by numerous universities in the developing countries with the aim of advancing the knowledge society and economic development. However, the adoption of e-learning technology in the said universities is fraught with challenges leading to low level use for instructional purposes. The study aims at: (i) identifying the predictors of successful adoption of e-learning, (ii) investigating causes of failures of past e-learning information systems initiatives, and (iii) developing a predictive framework for the advancement of e-learning programmes for universities in Uganda. In order to determine possible predictors of successful adoption, the researcher adopted the configurational (Gestalts) approach. The hypotheses were tested in a survey that involved 73 lecturers and 184 students from Uganda’s Makerere University and Gulu University. The respondents’ opinions are obtained using questionnaires and interviews and analysed using descriptive, clustering and deductive thematic analyses techniques. The research identified four analytical clusters from the target group of the lecturers, while the target group of the students are described by six analytical clusters. Results from cluster 1 among lecturers indicate that successful adoption is dependent on being familiar with the objectives of the university’s e-learning policies, finding time to experiment with ICT, availability of financial support and commitment of university management. However, it should be noted that while the study was conducted within two Universities, the majority of the lecturer respondents were from Makerere University. Therefore, while organisational characteristics contribute to the adoption of e-learning among lecturers, their influence is more pronounced in the established university, that is, Makerere. Both lecturers and students adopt e-learning facilities at later stages of their studies or career which raises great concern. The majority of the lecturers in the lead cluster were male and PhD holders while most of the students in the lead cluster were male and in their second year of study. Lecturers in Cluster 1 are adopters because of the knowledge and long-time experience with e-learning facilities compared to their counterparts in Clusters 2 and 3. Students in Cluster 4 were adopters because they had more knowledge and skills in the use of ICTs than their counterparts in the other clusters. Cluster 3 and 6 among lecturers and students respectively were least adopters of e-learning mainly because they were unfamiliar with the university e-learning policy. The main causes of failure of past e-learning information systems initiatives were lack of structured approach to e-learning and inadequate empowerment. From the cluster findings, a predictive framework for the advancement of e-learning programmes in universities in Uganda was developed. It was recommended that: adoption of e-learning technology should be encouraged during the early school years of the students and earlier career years of the academic if universities are to be competitive.
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Al-Harbi, Khlood Ras. "Investigating factors influencing the adoption of e-learning : Saudi students’ perspective." Thesis, University of Leicester, 2011. http://hdl.handle.net/2381/9692.

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This research aimed at investigating the factors influencing students’ intention to adopt e-learning as a supplementary tool (BIS) and for distance education (BID). A model based on the theory of Planned Behaviour (Ajzen, 1985) was developed in which the students’ attitude (AT), Subjective Norm (SN) and Perceived Behavioural Control (PBC) were proposed as determinants of the students’ behavioural intention to adopt e-learning (BI). The model hypothesised that gender and internet experience moderate the effects of these factors. The model also suggested some factors as antecedents to AT, SN and PBC. The study adopted a mixed methods approach, involving two small-scale qualitative phases and one major quantitative phase. The samples were drawn from students at a Saudi University. The results revealed that the model explained 20% of the students’ BIS and 41% of the students’ BID. Moreover, the results revealed that PBC, or the students’ perceptions of the existence of constraints that can hamper their adoption of e-learning, was the most significant factor influencing their BIS and BID. Furthermore, for the adoption of e-learning to supplement the face-to-face study, SN or the students’ perceptions of the social pressures put on them to adopt e-learning, was the second important factor influencing their decision, followed by AT. On the other hand, in the context of adopting e-learning for distance education, AT was more significant than the students’ SN. In addition, gender was found to only moderate the link between PBC and BID. Internet experience was found to moderate the link between AT and BIS as well as the link between PBC and BID. The findings showed that e-learning perceived Ease of Use, Usefulness, Interactivity and Flexibility determined AT. The beliefs of the students’ peers, family and instructors were found to shape their SN. Perceived Accessibility was the most significant antecedent of PBC, followed by Internet Self-Efficacy and finally, University Support. Moreover, the students did not show differences in BIS when they were compared, based on some selected demographics, while they showed differences in BID when they were compared on the same demographics. Semi-structured interviews were also conducted with six students to shed light on some of the results.
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Montandon, Corinne. "Adoption von e-Learning-Standards und -Spezifikationen in Hochschulprojekten im deutschen Sprachraum." Lohmar Köln Eul, 2008. http://d-nb.info/993818218/04.

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Mourady, Ahmed. "Open source e-learning application adoption : medical colleges in a developing world." Thesis, Sheffield Hallam University, 2011. http://shura.shu.ac.uk/20764/.

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A review of normative literature, in the field of Electronic Learning (e-learning) implementation, indicates that traditional approaches to e-learning implementation in higher education have failed to result in cost effective, integrated and sustainable learning environment. In addressing this issue, a new movement called Open Source (OS) has emerged and addresses most of traditional e-learning application by resulting in the development of reusable and manageable platforms. The use of Open Source E-Leaming Applications (OSELA) in Higher Education Institutes (HEI) is a new research area with many research issues needing to be investigated. At this end, OSELA adoption has not efficiently studied with HEI and researchers needing to understand and analyze OSELA adoption. This work examines the introduction of Open Source E-Learning Applications in Higher Education Institutes and proposes a novel model for its adoption. The model is based on a comprehensive set of factors that influence the introduction of OSELA in HEI.The work is based on a qualitative case study approach to examine the concepts of the proposed model for the adoption of OSELA. In doing so, three case studies were conducted in Medical Higher Education Institutions. The case studies were presented and analyzed. However, some modifications were made to the conceptual model as some complementary factors emerged during the empirical research. The main factors that influence the adoption of OSELA are: (a) costs; (b) benefits; (c) barriers; (d) external pressures; (e) support; (f) level of IT sophistication; (g) limitations of existing IT infrastructure, (h) internal pressure and, (i) an evaluation framework that supports higher education institutes to assess OSELA.The proposed model makes novel contribution and can be used as a decision-making tool to support management when taking decisions regarding the adoption of OSELA. Additionally, it can be used by researchers to analyse and understand the adoption of Open Source Software for E-learning.
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Snyder, Warren E. "Perceptions on the Diffusion and Adoption of SkillSoft®, an e-learning program: A Case Study of a Military Organization." Diss., Virginia Tech, 2003. http://hdl.handle.net/10919/26675.

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The purpose of this qualitative case study was to better understand how the diffusion (spread) and adoption (acceptance) of SkillSoft® (an e-learning product) occurred among employees of one military organization and to distill individual perceptions regarding influences that affected the process. This case study focused on the process and its challenges. Relating personal perceptions of the process and how various categories of influences (personal, organizational, technological, mandated policy, change) may have affected the process in a military organization provides a unique account that has been lacking in the literature. The results of this case study resonate with earlier research by Rogers (1983), Weinstein (1981), Sherry (1997), and Schein (1985), which found that influences (personal, organizational and technological) can have a dynamic effect on the diffusion and adoption of an innovation such as SkillSoft®. The study findings revealed that interviewees preferred job related e-learning experiences which support prior research by Bonk and Wisher (2000), and research by Thomerson and Smith (1996) who found that change in the way training is delivered can have an effect on the individual’s willingness to adopt an e-learning program like SkillSoft®. The study augments previous findings by Berge, (1997) indicating that culture can be a barrier to the implementation of on-line learning. The findings illuminated that awareness of the organization’ s environment (culture, mission, organization structure, decision-making process, communications channels, skills of employees), users’ requirements, as well as the product’s (SkillSoft®) fit with individual learning styles, are key elements to be considered when implementing an e-learning product in a military setting. Post Script With the acquisition of SMARTFORCE®, SkillSoft® Corporation was able to diversify its e-learning training opportunities (course library) to better meet the learning requirements of military personnel since the initiation of this case study. Currently the 2003 SkillSoft® SMARTFORCE® library of courses is available free of charge on-line and is enhancing the knowledge and skills of active duty, reserve military personnel and Department of Defense government civilians.
Ph. D.
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Alshammari, Mohammed S. "Academics' adoption and usage of learning management systems in Saudi Arabia's universities." Thesis, De Montfort University, 2015. http://hdl.handle.net/2086/11123.

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Learning Management Systems (LMS) have become a common feature in contemporary Higher Education institutions worldwide. LMS literature shows that the level of interest and/or knowledge among academics towards the importance and usefulness of these systems, and the opportunities they can bring to the teaching process are key factors affecting the degree of use of LMS in HE. To date, most of these studies have taken place in the context of developed countries, and there is only limited research in other areas. In recent years, LMS have been adopted widely in Saudi Arabia’s Higher Education sector, however, there are no strong and detailed data regarding the subject in this context, which could impede future developments. On the other hand, academics were chosen as the main focus of this investigation because studies have revealed that they have the most vital role in promoting and enhancing the use of LMS. Therefore, this research investigates academics’ adoption and usage of LMS in Saudi Arabia’s universities; it aims to understand the adoption conditions and identify what factors truly affect the adoption process and to what level are the systems being used and why. The investigation was guided by Grounded Theory research principles. Initially, a review of the literature identified the nature of LMS along with the issues confronting academics when they are trying to use it to its full potential in supporting the delivery of their courses. Afterwards, questionnaires were employed to further explore the phenomenon in its examined context, i.e. Saudi higher education. The generated data and concepts were then used to guide the research process and to develop interview questions. The interviews were carried out at three Saudi universities with a range of stakeholders, which signified the primary data source in this investigation. Analysis revealed that LMS did not emerge as a well-established component of academics’ activities in Saudi universities despite the positive view respondents expressed towards it. Findings also explained why LMS was either considered a secondary method to support face-to-face teaching, or under-utilised in fully online courses. Furthermore, findings revealed the primary factors influencing academics’ level of use of LMS. Moreover, there were issues identified in relation to the academics’ development and training for LMS, which had a significant effect on the academics’ level of use of LMS. Findings were then integrated into a substantive theory and a theoretical model, which represents the research primary outcome. The theoretical outcomes offer abstract explanation of the phenomenon about adopting innovatory systems in Saudi universities, LMS in this instance. In conclusion, suggestions for improving the current provision of LMS in Saudi Universities are made. Overall, this study provided an insight into the environment surrounding the early adoption phases of LMS in Saudi universities, which offers a better understanding of the phenomenon. Subsequently, this will help enhance the adoption process in current contexts and assist in the better future utilisation of these systems in similar situations.
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Qteishat, Mazen Kamal. "Evaluating stakeholder attitudes to ICT in the adoption of E-learning in Jordan." Thesis, Sheffield Hallam University, 2010. http://shura.shu.ac.uk/20256/.

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E-Learning is gaining increased importance in government agendas and among other stakeholders such as academics, students and technology Providers. This study examines the factors contributing to attitudes towards E-Learning in higher education among stakeholders in Jordan. The research developed a TAM-EL model for predicting the intention to adopt E-Learning based on the constructs of the Technology Acceptance Model (TAM). TAM-EL proposes that Perception of usefulness of technology, Perception of ease of use of the technology, Patronised (degree support for the technology), and Practised (previous experience with the technology) influence attitude towards adoption of E-Learning. The main research question of the study was: To what extent does the proposed model, in particular the role of the components Perception, Patronised, and Practised, play in the adoption of E-Learning? The TAM-EL model was tested using data collected from a large sample of participants representing E-Learning Users and Providers from universities in Jordan. The partial least square method was used to test the model for the study and regression and multiple regression analysis were used to test the hypotheses of the study. The findings of the study validated the TAM-EL model for technology adoption among Users and Providers of E-Learning in Jordan. Moreover, attitude of Providers towards E-Learning was found to be a very strong predictor of the adoption of E-Learning by the institution, accounting for approximately three-quarters of the variance in prediction of E-Learning. In addition, the degree of support for Providers as measured by the Patronised variable accounted for approximately two-thirds of the variance in Prediction of E-Learning, suggesting that this variable is a significant factor contributing to Attitude and to Prediction. Additionally, the findings and the analysis indicate that Users also have an important role as stakeholders in the adoption of E-Learning in Jordan. While the variable of Attitude contributes to approximately 57% of the variance in the Prediction of E-Learning, the variable of Patronised contributes only approximately 28% of the variance in the Prediction of E-Learning. Moreover, the findings show a marked difference between Users' and Providers' Attitudes towards E-learning and therefore an obvious recommendation is the need to engage Users in a more determined manner.
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Alkharang, Mubarak M. "Factors that influence the adoption of e-learning : an empirical study in Kuwait." Thesis, Brunel University, 2014. http://bura.brunel.ac.uk/handle/2438/11447.

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E-learning has emerged as a necessity to meet the challenges posed by the development of information technology and its potential for greater access to knowledge. The general hypothesis of this research is that; e-learning as an organizational activity started in the developed countries, and as such, the implementation models developed there are taken as a benchmark. The implementation barriers and the influential factors for adopting e-learning in different regions and societies may or may not be the same as those found in the developed countries (with varying degrees of intensity or importance). Hence, those available implementation models may not necessary be followed in all stages and steps when used by different countries and societies. Accordingly, the implementation barriers and the influential factor may differ from one case to another. Since e-learning is respectively new in Kuwait and no comprehensive studies about the adoption of e-learning or the important factors that would influence the adoption of e-learning in Kuwait (ref), the aim of this research is to investigate and find the main and important factors that would influence the acceptance and adoption of elearning in Kuwait as an example of a developing country. In order to realize the aim of this research, the e-learning literature was reviewed, and an exploratory study was conducted in Kuwait. The exploratory study explored the state of e-learning in Kuwait and investigated the influential issues to e-learning adoption. Then, a conceptual model was proposed based on the Unified Theory of Acceptance and Use of Technology (UTAUT) model, and amended it with the outcomes of the exploratory study to suit the context of the study. The proposed conceptual model was developed to study e-learning adoption in Kuwait and to offer a further explanation of the adoption of e-learning in the Kuwaiti context. Triangulation in data collection was used to examine and validate the conceptual model, where quantitative and qualitative methods were used. A questionnaire-based survey was firstly conducted, followed by an interview-based field study. This thesis concludes by highlighting the main findings of the research, and presenting the main contributions of this research.
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Walimbwa, Michael. "An investigation into the initial adoption of e-learning innovation in teaching and learning: the case of Makerere University." Master's thesis, University of Cape Town, 2012. http://hdl.handle.net/11427/11217.

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E-learning is the use of electronic devices and networks to engage in synchronous and asynchronous learning activities. E-learning is being increasingly adopted in higher educational institutions. Research in this area has tended to focus on innovations and implementations and little has been done on adoption of this highly pervasive technology at an institutional level, particularly within Africa. The motivation for this study was to examine how an African University, in this case Makerere University, can enhance the adoption of e-learning in teaching and learning. The research used Rogers’ diffusion of innovations (DoI) theory to explore the initial adoption of e-learning. It was felt that the enormous amount of experiences that early adopters and innovators could share regarding e-learning could assist as e-learning becomes more of a mainstream activity within the university.
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Books on the topic "E-learning adoption"

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K, Kokula Krishna Hari, ed. Adopting "The International Society for Technology in Education" Standards on AOU e-Learning Environment: IC5E 2014. University of Greenwich, London: Association of Scientists, Developers and Faculties, 2014.

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Fischer, Helge. E-Learning im Lehralltag: Analyse der Adoption von E-Learning-Innovationen in der Hochschullehre. Springer VS, 2013.

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Alberton, Elcio. Docência: Entusiasmo e Paixão. Brazil Publishing, 2020. http://dx.doi.org/10.31012/978-65-5861-106-6.

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Mystagogical education of the teaching staff in the contemporary civilizatory metamorphose deals with the deep transformations which the civilization passes through, considering the sociological, environmental, political, economic and technological aspects. It deals with human being in this complex relationship analyzing the possible consequences of this process and, in the same way, it points alternative to a right assimilation and the convenience in this new world that rises up result of the metamorphosical process. The main indication remains in comprehending the adoption of mystagogical attitude by the teaching staff and in the formation of the educators. When the subject is the education task intending to overcome its utilitaristic function and preparation for the transactional environment, it suggests that the education points supportive and mystical alternatives in the teaching / learning. It proposes the cultivation and the preparation of the integrator people which teaching condition gets over the technical and the professional perspective, being firstly mystagogos (mystic educators) i.e, people teaching more with their lives and examples than words and contents. The text suggests that the educator’s task is to value the relationship between ourselves, others, the world and the supernatural. The searching points that more than technically prepared teachers, the mystic takes in account the human dimension considering all the potentiallities of the human being to develop himself under professional, intellectual, emotional, spiritual and social point of view.
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Book chapters on the topic "E-learning adoption"

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Fischer, Helge. "Die Adoption von technologischen Innovationen." In E-Learning im Lehralltag, 73–122. Wiesbaden: Springer Fachmedien Wiesbaden, 2013. http://dx.doi.org/10.1007/978-3-658-02182-5_5.

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Miranda, Paula, Pedro Isaias, Carlos J. Costa, and Sara Pifano. "E-Learning 3.0 Framework Adoption: Experts’ Views." In Lecture Notes in Computer Science, 356–67. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-39483-1_33.

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Rufín Moreno, Ramón, and Cayetano Medina Molina. "Social Network Sites and e-Learning Adoption." In Communications in Computer and Information Science, 69–79. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-31398-1_7.

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Harzalla, Meryem, and Nizar Omheni. "The Influential Factors on E-learning Adoption and Learning Continuance." In HCI International 2020 – Late Breaking Papers: Cognition, Learning and Games, 397–409. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-60128-7_30.

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Islam, A. K. M. Najmul, Nasreen Azad, Matti Mäntymäki, and S. M. Samiul Islam. "TAM and E-learning Adoption: A Philosophical Scrutiny of TAM, Its Limitations, and Prescriptions for E-learning Adoption Research." In IFIP Advances in Information and Communication Technology, 164–75. Berlin, Heidelberg: Springer Berlin Heidelberg, 2014. http://dx.doi.org/10.1007/978-3-662-45526-5_16.

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Fu, Zetian, Xiaoshuan Zhang, Weisong Mu, Lingxian Zhang, and Yajie Gao. "Investigation on E-Learning Adoption Intention Among Chinese Undergraduates Via Innovation Adoption Theory." In Computational Science – ICCS 2007, 547–50. Berlin, Heidelberg: Springer Berlin Heidelberg, 2007. http://dx.doi.org/10.1007/978-3-540-72588-6_89.

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Şahin, Muhittin, and Halil Yurdugül. "The Framework of Learning Analytics for Prevention, Intervention, and Postvention in E-Learning Environments." In Adoption of Data Analytics in Higher Education Learning and Teaching, 53–69. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-47392-1_4.

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Mittal, Sanjiv. "Understanding Factors Affecting University Student’s Adoption of E-learning Systems in NCR." In Emerging Challenges in Business, Optimization, Technology, and Industry, 185–98. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-58589-5_14.

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Najmul Islam, A. K. M. "Antecedents of Post-adoption Expectations: A Study in the e-Learning Context." In IFIP Advances in Information and Communication Technology, 269–81. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-27260-8_22.

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Abaci, Serdar, and Joshua Quick. "University-Wide e-Text Adoption and Students’ Use of, Preferences for, and Learning with e-Textbooks." In Inclusive Access and Open Educational Resources E-text Programs in Higher Education, 113–23. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-45730-3_10.

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Conference papers on the topic "E-learning adoption"

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Wang, Yun-feng, Jie Li, Zhi-min Zhang, and Ya-kun Li. "An Exploratory Study on RFID Adoption in China." In 2010 International Conference on e-Education, e-Business, e-Management, and e-Learning, (IC4E). IEEE, 2010. http://dx.doi.org/10.1109/ic4e.2010.111.

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Yerramilli, Rama, and Nirmala Kumara Swamy. "Framework for Citizen Adoption of eGovenance Services in Developing Countries." In 2018 IEEE Conference on e-Learning, e-Management and e-Services (IC3e). IEEE, 2018. http://dx.doi.org/10.1109/ic3e.2018.8632638.

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Zhao, Jue, and Weiwei Tan. "E-Learning Systems Adoption across Cultures: A Comparison Study." In 2010 International Conference on E-Product E-Service and E-Entertainment (ICEEE 2010). IEEE, 2010. http://dx.doi.org/10.1109/iceee.2010.5661033.

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Azeez, Nureni Ayofe, and Charles Van Der Vyver. "Digital Education: Assessment of e-Learning and m-Learning Adoption in Tertiary Institutions in South Africa." In 2018 IEEE Conference on e-Learning, e-Management and e-Services (IC3e). IEEE, 2018. http://dx.doi.org/10.1109/ic3e.2018.8632654.

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Tran, Thi, Hepu Deng, and Chin Eang Ong. "Critical Factors for the Adoption of Social Sustainability Practices in Vietnamese Handicraft Organizations." In 2018 IEEE Conference on e-Learning, e-Management and e-Services (IC3e). IEEE, 2018. http://dx.doi.org/10.1109/ic3e.2018.8632651.

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Ching, Kai Hsien, Ai Ping Teoh, and Azlan Amran. "A Conceptual Model of Technology Factors to InsurTech Adoption by Value Chain Activities." In 2020 IEEE Conference on e-Learning, e-Management and e-Services (IC3e). IEEE, 2020. http://dx.doi.org/10.1109/ic3e50159.2020.9288465.

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Sangi, Naveeda, Liu Shuguang, and Abdur Rashid Sangi. "Role of Managerial Characteristics and Internet.Org in Social Commerce Adoption by SMEs." In IC4E 2020: 2020 the 11th International Conference on E-Education, E-Business, E-Management, and E-Learning. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3377571.3377611.

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Leong, Min-Yee, Jing-Hui Kwan, and Ming-Ming Lai. "Examining the Antecedents of Customer Adoption and Intention to Use Mobile Wallet." In IC4E 2020: 2020 the 11th International Conference on E-Education, E-Business, E-Management, and E-Learning. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3377571.3377613.

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Abbad, Muneer. "A conceptual model of factors affecting e-learning adoption." In 2011 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2011. http://dx.doi.org/10.1109/educon.2011.5773286.

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Henneke, Marius, and Machdel Matthee. "The adoption of e-Learning in corporate training environments." In the South African Institute for Computer Scientists and Information Technologists Conference. New York, New York, USA: ACM Press, 2012. http://dx.doi.org/10.1145/2389836.2389858.

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