Factors that Influence Academic Teacher's Acceptance of E-Learning Technology in Blended Learning Environment

Abstract

Implementation of electronic learning or “e-learning” into higher education institutions has been one of the main strategic plans for many universities worldwide in the past few years. The use of e-learning technologies in higher education requires teachers to adapt their knowledge and skills, as well as develop new competences which include knowledge and skills in technical, pedagogical and organizational sense and which are defined regarding the educational context and the amount of e-learning technology used. Due to the complexity of e-learning technology usage in class, a problem of inadequate acceptance of the technology by higher education teachers emerges, and therefore it is important to determine the factors that influence the teachers' acceptance of the e-learning technology. There are many theories/models in existing publications which help determine the factors influencing the user who is accepting technology or innovation. In this paper only few of the theories/models have been singled out which were used in previous researches in the field of e-education. Teacher's motivation for accepting and using e-learning in his/her educational process is a crucial factor which is also closely connected to contextual and institutional factors, as well as personal factors of each teacher. The aim of this chapter is to give an overview of the results gained in the previous researches whose systematization serves as a basis for future empirical researches, and which helps higher education teachers and institutions in the process of adopting and using e-learning in higher education.