Users of e-learning in higher education institutions (HEIs): perceptions, styles and attitudes

Abstract

Research reveals that users of e-learning systems in higher education institutions (HEIs) have a diversity of perceptions, theories and styles due to their demographic differences. Practically, these perceptions are translated into behaviour (attitude) of the e-learning-users. Thus, positive and correct perceptions generate greater interest and involvement in the use of e-learning while incorrect and weak perceptual beliefs turn into lack of interest and low frequency of using new technologies for teaching, learning and educational administration. Though differences are identifiable from individual to individual however, broader classifications make better sense and make the differences comprehensible. This paper brings together the research findings of different studies to figure-out a theoretically-rich modelling of the facts and issues relating to the role of user-perceptions, theories and styles on their attitudes to the newly emerging digital environments of e-teaching (for teachers), e-learning (for students) and e-education (for administrators).