Critical success factors, institutional actions and instructors’ acceptance of e-learning in higher education: a systematic review

IF 3.8 Q2 BUSINESS EuroMed Journal of Business Pub Date : 2024-07-10 DOI:10.1108/emjb-02-2023-0037
Theodoros Millidonis, Petros Lois, Ifigenia Georgiou, Evangelos Tsoukatos
{"title":"Critical success factors, institutional actions and instructors’ acceptance of e-learning in higher education: a systematic review","authors":"Theodoros Millidonis, Petros Lois, Ifigenia Georgiou, Evangelos Tsoukatos","doi":"10.1108/emjb-02-2023-0037","DOIUrl":null,"url":null,"abstract":"<h3>Purpose</h3>\n<p>This study conducts a systematic literature review to examine the interrelationships between e-learning critical success factors, instructors' perceptions of these factors, and the corresponding institutional actions taken by higher education institutions to achieve success in e-learning implementation, by fostering instructors’ acceptance of e-learning as a viable mode of delivery in higher education.</p><!--/ Abstract__block -->\n<h3>Design/methodology/approach</h3>\n<p>The research design employed in this study involves a systematic literature review of 43 peer-reviewed articles from EBSCO host and Scopus databases. The selected methodology employed thematic analysis of the gathered data by utilizing a multistep qualitative coding method of analysis. </p><!--/ Abstract__block -->\n<h3>Findings</h3>\n<p>The systematic literature review delivers three key findings. First, there is a notable divergence between instructors' perceptions of critical success factors for e-learning in higher education and the perspectives of other stakeholders, such as students, e-learning experts, and institutional management. Second, it emphasizes the importance for higher education institutions to understand and address instructors' perceptions to facilitate effective e-learning implementation. Third, the literature suggests potential causal relationships between institutional actions addressing the success factors deemed important by instructors and instructors' sustained acceptance of e-learning as a viable delivery mode.</p><!--/ Abstract__block -->\n<h3>Research implications</h3>\n<p>The present study enriches knowledge of instructor perceptions of critical success factors for effectiveness in higher education by extending research in institutional management actions to enable their achievement. This study has implications for research strands on how instructors’ motivation and propensity for e-learning acceptance can be influenced by institutional management and how to reduce the level of resistance to adopting e-learning courses by addressing e-learning’s critical success factors as perceived by instructors.</p><!--/ Abstract__block -->\n<h3>Originality/value</h3>\n<p>Based on the theoretical insights derived from the systematic literature review, a conceptual framework is constructed, integrating the three concepts under investigation: success factors, institutional actions, and instructors' acceptance of e-learning in higher education. This framework provides a basis for future research seeking to validate the potential causal relationships among these concepts. Moreover, the study contributes to existing literature by addressing and consolidating research strands related to critical success factors and instructors' perceptions of e-learning effectiveness in higher education.</p><!--/ Abstract__block -->","PeriodicalId":46475,"journal":{"name":"EuroMed Journal of Business","volume":null,"pages":null},"PeriodicalIF":3.8000,"publicationDate":"2024-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"EuroMed Journal of Business","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1108/emjb-02-2023-0037","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"BUSINESS","Score":null,"Total":0}
引用次数: 0

Abstract

Purpose

This study conducts a systematic literature review to examine the interrelationships between e-learning critical success factors, instructors' perceptions of these factors, and the corresponding institutional actions taken by higher education institutions to achieve success in e-learning implementation, by fostering instructors’ acceptance of e-learning as a viable mode of delivery in higher education.

Design/methodology/approach

The research design employed in this study involves a systematic literature review of 43 peer-reviewed articles from EBSCO host and Scopus databases. The selected methodology employed thematic analysis of the gathered data by utilizing a multistep qualitative coding method of analysis.

Findings

The systematic literature review delivers three key findings. First, there is a notable divergence between instructors' perceptions of critical success factors for e-learning in higher education and the perspectives of other stakeholders, such as students, e-learning experts, and institutional management. Second, it emphasizes the importance for higher education institutions to understand and address instructors' perceptions to facilitate effective e-learning implementation. Third, the literature suggests potential causal relationships between institutional actions addressing the success factors deemed important by instructors and instructors' sustained acceptance of e-learning as a viable delivery mode.

Research implications

The present study enriches knowledge of instructor perceptions of critical success factors for effectiveness in higher education by extending research in institutional management actions to enable their achievement. This study has implications for research strands on how instructors’ motivation and propensity for e-learning acceptance can be influenced by institutional management and how to reduce the level of resistance to adopting e-learning courses by addressing e-learning’s critical success factors as perceived by instructors.

Originality/value

Based on the theoretical insights derived from the systematic literature review, a conceptual framework is constructed, integrating the three concepts under investigation: success factors, institutional actions, and instructors' acceptance of e-learning in higher education. This framework provides a basis for future research seeking to validate the potential causal relationships among these concepts. Moreover, the study contributes to existing literature by addressing and consolidating research strands related to critical success factors and instructors' perceptions of e-learning effectiveness in higher education.

查看原文
分享 分享
微信好友 朋友圈 QQ好友 复制链接
本刊更多论文
高等教育中电子学习的关键成功因素、机构行动和教师接受度:系统综述
目的本研究通过系统的文献综述,研究电子学习关键成功因素、教师对这些因素的看法以及高等教育机构为成功实施电子学习而采取的相应机构行动之间的相互关系,促进教师接受电子学习作为高等教育中一种可行的授课模式。所选方法采用多步骤定性编码分析法,对收集到的数据进行专题分析。研究结果系统性文献综述得出了三个主要研究结果。首先,教师对高等教育电子学习关键成功因素的看法与其他利益相关者(如学生、电子学习专家和机构管理层)的看法存在明显分歧。其次,文献强调了高等教育机构了解和处理教师看法的重要性,以促进电子学习的有效实施。第三,文献表明,解决教师认为重要的成功因素的机构行动与教师持续接受电子学习作为一种可行的教学模式之间存在潜在的因果关系。 本研究通过扩展对机构管理行动的研究,丰富了教师对高等教育有效性的关键成功因素的认识,从而实现这些成功因素。本研究对以下方面的研究具有启示意义:机构管理如何影响教师接受电子学习的动机和倾向,以及如何通过解决教师认为的电子学习关键成功因素来减少采用电子学习课程的阻力。原创性/价值基于系统性文献综述中得出的理论见解,构建了一个概念框架,整合了所研究的三个概念:成功因素、机构行动和教师对高等教育中电子学习的接受程度。这一框架为今后研究验证这些概念之间的潜在因果关系提供了基础。此外,本研究通过探讨和整合与高等教育中关键成功因素和教师对电子学习有效性的看法有关的研究领域,为现有文献做出了贡献。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 去求助
来源期刊
CiteScore
9.80
自引率
19.20%
发文量
61
期刊介绍: The EuroMed Journal of Business (EMJB) is the premier publication facilitating dialogue among researchers from Europe and the Mediterranean. It plays a vital role in generating and disseminating knowledge about various business environments and trends in this region. By offering an up-to-date overview of emerging business practices in specific countries, EMJB serves as a valuable resource for its readers. As the official journal of the EuroMed Academy of Business, EMJB is committed to reflecting the economic growth seen in the European-Mediterranean region. It aims to be a focused and targeted business journal, highlighting environmental opportunities, threats, and marketplace developments in the area. Through its efforts, EMJB promotes collaboration and open dialogue among diverse research cultures and practices. EMJB serves as a platform for debating and disseminating research findings, new research areas and techniques, conceptual developments, and practical applications across various business segments. It seeks to provide a forum for discussing new ideas in business, including theory, practice, and the issues that arise within the field.
期刊最新文献
Technology and service quality: achieving insurance industry customer satisfaction and loyalty under crisis conditions Moderating effects of country-level institutional quality and cultural dimensions on CSR-stock price crash risk relationship: a meta-analysis study Text analytics and new service development: a hybrid thematic analysis with systematic literature review approach Bank performance – what are the main roles of the human capital and asset diversification? Evidence from France Looking back for future directions: a literature review analysis of investors’ demand for IPOs
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
已复制链接
已复制链接
快去分享给好友吧!
我知道了
×
扫码分享
扫码分享
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1