Use Of E-learning Technologies Research Articles

Exploring the Influence of Adaptive E-Learning Technology on Learners’ Perceptions of Mathematical Modeling and Simulation in South African Schools

This study investigates the influence of adaptive e-learning technology on learners’ understanding of mathematical modeling and simulation. Through a comprehensive literature review, theoretical framework development, and empirical analysis, the study examines the relationship between learners’ qualifications, geolocation, and their perceptions of e-learning technology. It utilized a quantitative research approach with a sample size of 66 learners and administered structured questionnaires to urban and rural school learners and analyzed data at p < .05 using the factorial multivariate analysis of variance (FMANOVA). The findings reveal variations in opinions among learners at different qualification levels regarding the use of e-learning technology in mathematical concepts. Moreover, urban and rural learners show disparities in their association of e-learning technology with mathematical understanding. The study emphasizes the need for practical approaches to e-learning, addressing challenges related to access, reliability, and ease of use. Recommendations include integrating adaptive e-learning technology into school curricula and providing adequate training and support for teachers. Furthermore, suggestions for future research encompass exploring long-term impacts, individual differences, teacher roles, assessment and feedback, equity and accessibility, professional development, and comparative studies. Overall, this study contributes to understanding the role of adaptive e-learning technology in mathematics education, providing valuable insights for practitioners and policymakers to enhance teaching and learning experiences.

The Teacher's Role in the Use of E-learning Technologies for English Language Learning in Higher Education: the Neural Impact of Electronic Services on the Student's Brain

The process of globalization affects all areas of the education system, necessitating the correlation of the sphere of professional activity with the requirements for the competence of a modern specialist. Mastering the current information and communication space determines the need to master the unified tool of interaction technologies of e-learning English in higher education institutions. Future graduates of higher education institutions, no matter what field they work in, need skills that promote interaction, implementation of professional self-development. Training highly professional specialists with not only theoretical knowledge and practical skills in their specialty, but also advanced means of communication, electronic platforms, knowledge of a foreign language is fully consistent with the main task of the university. Knowledge of a foreign language contributes to professional culture, creates opportunities to freely navigate in the studied scientific research from the field of knowledge. Higher education professors face the task of not only creating the conditions for learning a foreign language, but also to purposefully motivate students to master it as a necessary competence for carrying out professional activities. The study of a foreign language should be professionally oriented, contribute to the solution of cognitive and communicative needs of students. The article researches the most effective e-learning technologies in English classes in higher education institutions (HEI); defines the role of the teacher when using e-learning technologies of English language in higher education institutions; describes the educational centers and platforms for e-learning; defines the neural influence of electronic services on the brain of the student.

Influence of the Use of E-Learning Technologies on the Learning of Business Education Courses as Perceived by Business Education Students in South-South, Nigeria

The study was carried out to determine perceived influence of the use of e-learning technologies on the learning of Business Education courses in Public Universities in South-South, Nigeria. The study was guided by two research questions and two null hypotheses. The study adopted descriptive survey research design. The population of the study is eight hundred and seventy-nine final year students in public universities in South-South, Nigeria. The sample of size of 275 Business Education students, through Yaro Yamane formula was studied. Structured questionnaire containing 25 item entitled “Perceived influence of the use of e-learning technologies on the learning of Business Education courses” were used for data collection. The instrument was validated by three (3) experts. The Cronbach Alpha Reliability coefficient was 0.97 and 0.91. 275 copies of instrument were distributed; 250 copies were successfully retrieved from students. Mean (X) and Standard Deviation (SD) were used in analyzing the research questions. The null hypotheses were tested at 0.05 level of significance using t-test statistical tool. The findings showed that the use of digital library, video conference and Google search engine have positive influence on the learning of Business Education in Public Universities in South-South, Nigeria. The hypotheses tested showed there is no significant difference between the opinion of students in Federal and State Universities perceived influence of digital library in learning of Business Education courses, there is no significant difference in the mean ratings of male and female Business Education students on the perceived influence of the use of video conferencing in learning of Business Education courses, Nigeria and there is no significant difference in the mean ratings of Business Education Students in Federal and State Universities on the perceived influence of the use of Google Search Engine in learning of business education courses in public universities based on school ownership. Based on the findings of the study, it was concluded that, the use of digital camera, digital library, video conferencing and Google search engine are believed to have influence on the learning of Business Education courses in public universities in South-South, Nigeria. The study recommended among others that management of public universities in South-South zone of Nigeria should endeavour to adequately provide e-learning technologies identified in order to sustain e-learning in learning of business education courses. The educational implication is that the e-learning technologies for teaching and learning of Business Education courses influence teaching and learning of Business Education courses. Training and re-training of lecturers in the utilization of e-learning technologies should be adopted, because it will improve lecturers’ skills in business education courses and also help students to learn better and faster in the classroom.

The Use of E-Learning Technologies as a Predictor of Students Academic Performance in Public Secondary Schools in Port Harcourt and Obio-Akpor Lga, Rivers State

This study examined the use of e-learning technologies as predictors of students’ academic performance in public secondary schools in Port Harcourt and Obio-Akpor LGA of Rivers State. The study was guided by three objectives, three research questions and hypotheses. The population of the study comprised of 14,769 academic staff and SS2 stydents of all the 37 public senior secondary schools in Port Harcourt and Obio-Akpor LGA of Rivers State. The sample size for this study was 1477 respondents, representing 10% of the entire population. The sampling technique was a proportionate stratified random sampling. The instruments were questionnaire and teacher made test, used for the study to generate date. The instruments were validated and it reliability were tested using Kuder Richardson method, which yielded coefficients of 0.84 and 0.82 for The Use of E-learning Technologies Scale (TUETS) and Teacher Made Test Scale (TMTS) respectively. The research questions were answered with the use of simple regression, while the hypotheses were tested with t-test associated with simple regression at 0.05 level of significance. The findings revealed that the use of laptop and tablet computers predicts students’ academic performance in public secondary schools in Rivers State to a low extent, while smartphone as e-learning technologies predicts students’ academic performance in public secondary schools in Rivers State to a high extent. Based on the findings, it was recommended among others that the government who are the owners of public secondary schools should ensure that all schools have functional laptop computer laboratories, accessible to both teachers and students with trained personnel to help them acquire relevant ICT skills that will aid teaching and learning process for improved academic performance of students. Also, parents should explore all positive means to provide smartphones, constant strong Wi-Fi connection, browsing data, constant power supply for students with strict monitoring by the school PTA to guide, orientate and control students on how they can use the smartphones available to them to their own advantage, as all of these will enhance effective academic learning activities with minimal distraction.

Perceived Influence of the Use of E-Learning Technologies in Teaching Business Education Courses in Public Universities in South-South, Nigeria

The study was carried out to determine perceived influence of the use of e-learning technologies in teaching and learning of Business Education courses in Public Universities in South-South, Nigeria. The study was guided by two research questions and two null hypotheses. The study adopted descriptive survey research design. The population of the study is two hundred and thirty two (232) Business Educators in public universities in South-South, Nigeria. The entire population of 232 Business Educators was studied. Structured questionnaire containing 45 item entitled “Perceived influence of the use of e-learning technologies in teaching of Business Education courses” were used for data collection. The instrument was validated by three (3) experts. The Cronbach Alpha Reliability coefficient was 0.97 and 0.91. Two hundred and thirty two (232) copies of instrument were distributed, 225 were successfully retrieved from business educators. Mean (X) and Standard Deviation (SD) were used in analyzing the research questions. The null hypotheses were tested at 0.05 level of significance using t-test statistical tool. The findings showed that digital library and Google search engine have positive influence in teaching and learning of Business Education in Public Universities in South-South, Nigeria. The hypotheses tested showed that there is no significant difference in the mean ratings of business educators in Federal and State University on perceived influence of the use of digital library in teaching of Business Education in public universities and there is no significant difference in the mean ratings of the business educators in perceived influence of the use of Google search engine in teaching of business education in the public universities in the South-South geo-political zone of Nigeria based on school ownership (federal/ state). Based on the findings of the study, it was concluded that, the use of digital camera, digital library, video conferencing and Google search engine are believed to have influence in teaching and learning of Business Education courses in public universities in South-South, Nigeria. The study recommended among others that management of public universities in South-South zone of Nigeria should endeavour to adequately provide e-learning technologies identified in order to sustain e-learning in teaching and learning of business education courses. The educational implication is that the e-learning technologies for teaching and learning of Business Education courses influence teaching and learning of Business Education courses. Training and re-training of lecturers in the utilization of e-learning technologies should be adopted, because it will improve lecturers’ skills in business education courses and also help students to learn better and faster in the classroom.

Knowledge, Perceptions and Attitudes of eHealth and Health Technology among Nursing Students from Gauteng Province, South Africa.

The use of technology in healthcare settings was identified as a crucial priority in many countries to provide quality healthcare services. eHealth or digital health technology is found to have a positive influence on improving the efficiency and quality of healthcare services. It has been proven to provide opportunities to strengthen health systems. This study aims to assess eHealth literacy, pre-existing knowledge and the nursing students' perceptions and attitudes towards eHealth. A quantitative, descriptive, cross-sectional survey was used in this study. The population of this study comprised 266 nursing students in the undergraduate programme of the Department of Nursing, among which 244 consented to participate in the study. A standardised and self-administered tool was utilised to collect data from nursing students across the four levels of study. Results showed that students in level four exhibit high scores of knowledge in the use of eLearning technology as compared to first-entry university nursing students. Nursing students used the internet frequently, especially to access social media and search for health and medical information for their study. Attitudes towards eHealth and technology were also found to be positive. The study recommends that digital literacy should be enhanced in the nursing education curriculum in other to further strengthen the knowledge and skills towards the use of eHealth and health technology among nursing students.

Analisis Kualitas E-learning Lembaga Pendidikan Terpadu Nurul Ilmi Banyuasin Menggunakan Metode Webqual 4.0

E-learning has a very important role to advance the world of education, because with E-learning it can help teaching and learning activities. One of the schools in the city of Palembang Integrated Education Institute Nurul Ilmi Banyuasin has been using website-based E-learning since 2020, which functions as an online learning medium. This research uses the Webqual 4.0 method which consists of (usability quality, information quality, service interaction and visuals). quality). The problem in this study is that the Nurul Ilmi Banyuasin Integrated Education Institute does not yet know the level of quality of E-learning services. Therefore in this study an analysis will be carried out to measure the extent to which the quality level of E-Learning at the Nurul Ilmi Banyuasin Integrated Education Institute. it is not yet known the level of quality of E-learning services. Therefore, in this study an analysis will be carried out to measure the extent to which the quality level of E-Learning at the Nurul Ilmi Banyuasin Integrated Education Institute. There are several things that affect the level of user satisfaction with the E-Learning system, including using e-learning and web quality which will affect the level of user satisfaction. The higher the quality of a web, the more users will access the web. User involvement in the use of E-Learning technology will determine the success of a quality system and information. The quality of information that is in accordance with what is needed will provide satisfaction for the user. This study is expected to describe the relationship between user perceptions of the measurement of E-learning services at the Nurul Ilmi Integrated Education Institute to improve or complete the information in the E-learning.

Selection of Optimal E-Learning Tool with Type-2 Intuitionistic Fuzzy Einstein Interactive Weighted Aggregation Operator

Not only are daily life activities being disrupted by the COVID-19 pandemic, but so are educational systems. To some extent, encouraging the use of e-learning technology has helped to stabilize the situation. The suitable selection of the appropriate e-learning platform for the institution depends upon different criteria with uncertain information. As type 2 intuitionistic fuzzy (T2IF) sets are conceptually intriguing and they provide a lot of expressive potential for dealing with uncertainty in expert knowledge, this work investigates the best e-learning tool for higher education in a type 2 intuitionistic fuzzy environment. A type-2 intuitionistic fuzzy einstein interactive weighted averaging (T2IFEIWA) operator is proposed for this purpose. The desirable properties of the proposed aggregation operator are validated, and the operator is used to choose the best e-learning tool.

The Response of Tanzania Higher Learning Institutions to e- Learning during Covid-19 Pandemic

This study examined how the Tanzanian Higher Learning Institutions (HLIs) responded to the e-learning implementation during the COVID-19 pandemic period. It employed the Actor Network Theory that informs the socio-technical interactions. The study employed an explorative case study design with qualitative techniques, involving a total of 13 participants from selected HLIs. A thematic analysis framework was used to analyze data. The study revealed that HLIs in Tanzania have partially implemented e-learning systems and there is limited use of e-learning technology among HLIs in Tanzania. The e-learning implementation is in terms of tuition fee payment, examination results, online learning and presentation of research proposals through mobile technologies and Zoom. It is important for the government to make more emphasis on development of e-learning policies which will increase participation, commitment and accountability in HLIs. It is also important for HLIs to redefine e-learning strategies and develop facilities that will enhance transformations in teaching and learning amidst the Covid 19 Pandemic. This requires good internet networks as well as availability of robust learning management systems. Furthermore, HLIs should establish collaboration with other learning institutions within and outside the country for sustainable e-learning outcomes.

Online Teaching and Learning Under COVID-19 Pandemic; Perception of University Students in Ghana

Due to the COVID-19 pandemic, universities in Ghana instituted drastic interventions to support large-scale online teaching and learning. This study, therefore, examines student’s participation, level of satisfaction, and related challenges in teaching and learning delivery during the Coronavirus pandemic. The study also selects significant predictors of student’s e-learning perceptions. Data was collected via an online structured survey based on students from the Kumasi Technical University. In all 2000 complete responses were received and formed the basis for our analysis. The study results reveal that 197 (9.85% of the sample) were unable to fully participate due to challenges such as lack of access devices, unreliable internet connectivity, and inability to afford the cost of internet data. It is again clear from the results that about 90.1% of students are not satisfied with e-learning and its associated challenges. From the positive perception model, students held the view that e-learning technology in the COVID-19 era is positive regardless of the challenges. On the other hand, level 300 students, and Moodle VClass platform users express a high negative perception over the use of e-learning technology. It is clear from this study that further investments and contingency plans are needed to develop a resilient education system that supports electronic and distance learning and shapes the perception and acceptance of students. University managers and the Education Ministry should formulate post-COVID-19 strategies to promote e-learning in a developing country like Ghana.

Factors That Influence English Teachers’ Acceptance and Use of E-Learning Technologies

The world has witnessed a major pandemic that has threatened the status of education across the globe. Such a crisis highlights the importance of education technology, which has not been an influential part of Kuwait&amp;rsquo;s education until the onset of COVID-19. Delays and interruptions of the academic year disrupted the lives of many students around the world, including Kuwait. Since e-learning technologies are not traditionally used in Kuwaiti higher education, this study aims to investigate the acceptance of technology and whether that has changed with the pandemic. It seeks to find useful strategies that could assist teachers in effectively using electronic distance-learning digital resources. The Unified Theory of Acceptance and Use of Technology (UTAUT) has been developed to investigate the degrees of usage and acceptance of technology. This paper adopts an improved model that also includes the educational experience of teachers, in an attempt to understand the context of Kuwaiti higher education. Therefore, this quantitative study examines the use and acceptance of educational technologies of English language instructors in higher education. &#x0D; &#x0D; The study uses an online survey among 33 English language instructors at the Public Authority for Applied Education and Training (PAAET) to also account for the perceptions and experiences of the teachers. The results revealed an overall high acceptance level of educational technology, with varying degrees of implementation.

Work system method as an e-learning design framework in private universities

The development of information and communication technology, especially the internet provides opportunities to improve the ability of lecturers to deliver courses to students without being limited by distance and time. This can be done by utilizing e-learning which will accelerate the transfer of knowledge and skills. E-learning is distance education that utilizes various digital tools and platforms. These tools and platform are used to support interaction, lectures and delivery of instructions between lecturers and students. This study will discuss the use of work system methods and the use of e-learning technology in a business entity. The work system methods are used to design information systems. Meanwhile e-learning technology in a business entity serves lecturers and students, conduct lectures at private universities in increasing knowledge dissemination, educational affordability and the use of technology and information as its support. The result of this research is the works system method model which refers to the analysis of data from the internet accessibility survey of students, analysis of its components, the system development cycle, the revision of the vision, mission and resources in private universities and recommendations of opportunities for the development of higher quality e-learning implementation.

Online Teaching During the Covid Pandemic: Attitude of Teachers Towards e-Learning in Bhutanese Classroom

With the development of modern technologies, teaching and learning through e-learning has gained much attention across the world in recent years. However, never in the history of humanity have we ever embraced an intensive use of e-learning across the globe until the outbreak of COVID-19. Like in the rest of the countries, the pandemic (COVID-19) has enforced Bhutan to close all the educational institutions and embrace e-learning widely. Subsequently, to foresee the adoption of e-learning beyond pandemic lockdown;this survey research study was carried out to investigate teachers' attitude towards e-learning and, their preference over classroom teaching and online teaching in Bhutanese primary and high schools. The study involved 127 teachers from 18 schools (3 high schools and 15 primary schools) under Wangdue district. The samples were selected by implementing simple random sampling technique. Questionnaire and open-ended questions were used in data collection. SPSS and Grounded theory coding system were used to analyze the data. The analysis of quantitative data revealed that more than 50% of the teachers preferred e-learning having shown favorable attitude towards it. It was uncovered that not only did usefulness and ease of use of e-learning technology pose significant contribution on teachers' positive attitude towards e-learning but teachers' exposure to computer also incurred a significant positive impact on it. Conversely, reluctance to adopt e-learning could be accredited to lack of ICT facilities and online teaching skill, improper ICT training, notion of e-learning shall not be better in improving the quality of their instructional delivery and environmental factors. While result from qualitative data revealed that teachers preferred classroom teaching over online teaching based on the motives like;classroom teaching being more authentic, comfortable and affordable. To better understand and embrace e-learning system in school positively, it is recommended that teachers must be facilitated with training on e-learning technology. Moreover, aspects that shall boost teachers' favorable attitude towards e-learning must be reinforced. The findings from this study can be handy for the curriculum developers, school administrators and teachers while taking decision on adoption of e-learning.

The Use of e-Learning Technologies in the Russian University in the Training of Engineers of the XXI Century

The paper deals with the main problems and prospects of using e-learning technologies in the Russian education in the training of engineers of the XXI century. The factors hindering the development of a clear and consistent conceptual framework for the research are revealed as well as contradictions in the results of studies on the use of e-learning, the lack of justification for the effectiveness of the new e-learning technologies. The revealed contradictions allowed to formulate the purpose of the study, associated with the need to create a technology in order to overcome the observed problems for students of technical specialties. A technology to overcome motivational, didactic and activity barriers in the blended training of engineers is offered. The research methodology is based on the competence approach to the implementation of the educational process. Scientific methods include the analysis and content generalization of pedagogical and methodical literature. The results of the experiment proved the fact that e-learning is an effective instrument to level motivational, didactic and activity barriers. The results of the study and materials can be used in the preparation of educational programs aimed at the development of e-learning technologies, as well as for the adjustment of their content.

The Effect of The Use of E-Learning Technology (Media LCD Projector) on The Achievement of Class IX SKI Lessons at Islamic Junior High School 2 Ponorogo

The rapid development of technology in various fields has also been felt in the world of education. This development can be seen from the rise of the use of computers as teaching aids as well as learning media. What is mean by teaching aids here are tools or objects used by teachers to facilitate teaching tasks such as helping in calculating or analyzing data. While the learning media in question is the use of a computer connected to the LCD projector media to facilitate students in understanding the material. This study aims to find out 1) How to use e-learning technology LCD projector media on the subjects of SKI in MTsN 2 Ponorogo. 2) Is there any influence between e-learning media projector LCD technology on SKI learning achievement in MTsN 2 Ponorogo. This research is an experimental quantitative research. Data collection is done by documenting grades in school. Data collection is done by looking at the results of the midterm exam between two classes namely the experimental class and the control class, then analyzing the results of all student grades and then finally given a conclusion. The results of this study indicate that the application of projector LCD media in SKI learning is declared effective again student learning achievement as evidenced by the results of the student’s midterm examination which shows that the projector LCD media is very useful as a supporting medium in learning the history of Islamic culture.

ELearning technology and the advancement of practical constructivist pedagogies: Illustrations from classroom observations

With the advancement of technology, eLearning is increasingly adopted as an instructional method in a wide range of educational settings and has opened up new possibilities in teaching and learning practices. However, there is insufficient empirical evidence to illustrate how eLearning benefits teaching and learning practice in its real-world applications. Therefore, an important question is raised – How can eLearning technology facilitate pedagogical advancement practically in the classroom? In this study, we focus on constructivist pedagogies, emphasizing the dramatic educational reform from teacher-centered pedagogy to a student-centered, constructivist approach. Based on observations of 79 eLearning classes in eight primary schools, four secondary schools, and two special education schools in Hong Kong, this study illustrates how eLearning technology can advance at least five constructivist pedagogies: 1) active learning, 2) student-centered learning, 3) peer learning, 4) personalized learning, and 5) differentiated learning. We illustrate that the interactive, self-paced, repetitious, and customizable features of eLearning systems facilitate the implementation of these five constructivist pedagogies. Successful examples from classroom observations are drawn to illustrate how teachers make practical use of eLearning technology. This article serves to stimulate further discussion on how eLearning can be applied across various settings to advance the effectiveness of constructivist pedagogies and to encourage practitioners to consider how to make use of eLearning technology in the classroom.

Continued use of e-learning technology in higher education: a managerial perspective

ABSTRACT This paper develops a managerial-influence perspective in the context of e-learning technology in higher education. Drawing on principal-agent theory and the information systems (IS) continuance model, a new research model is developed and tested. The study finds support for the effects of goal congruence between managers and educators and managerial incentives on educators’ intention to continue using e-learning technology. Additionally, the results show that managerial goal congruence reduces the positive relationship between incentives and educators’ continuance intention. While the IS continuance model demonstrates an explained variance of 27%, the full model explains 47% of the dependent variable's variance, indicating that the extended model is more powerful in explaining educators’ e-learning continuance than the IS continuance model in isolation. By modifying and extending the IS continuance model, this paper fills a gap in the literature by addressing educators’ continued use of IS from a personal-use perspective, as well as a managerial-influence perspective.

Augmented Reality in Ophthalmology: Technical Innovation Complements Education for Medical Students

At the Medical Faculty of the University of Ulm, the learning objectives of ophthalmology are taught to students in a one-week block course in the fourth year of study. According to the National Competency-based Learning Objective Catalogue Medicine (NKLM), one of these learning objectives is the clinical examination of the eye, including the eye fundus examination. In order to best train this expertise as defined in the NKLM, a novel, augmented reality-based training simulator (Eyesi Indirect, VRmagic Holding AG, Mannheim, Germany) was integrated into the teaching at the University Eye Hospital Ulm. During the block week, two key questions were examined: Does the one week block lesson increase interest in ophthalmology? How do students assess the use of an innovative e-learning technology compared to three other classical teaching methods for learning ophthalmoscopy? As part of the student teaching (block weeks July and October 2016), 292 students were questioned by questionnaire anonymously and on a voluntary basis regarding their assessment of the block week and the training simulator at the beginning and end of the one week event. The ophthalmoscopies were classically practiced on the ophthalmoscope trainer, head model and on fellow students and then performed on the new training simulator. Overall, there was little interest among the students in ophthalmology. However, the block week helped to increase interest (p < 0.001). The assessments of attractiveness before and after the block week of ophthalmology as a later professional goal and as an optional subject in the practical year were also significantly increased (p < 0.001 or p = 0.031). With regard to the use of e-learning technologies, it was shown that the handling of the simulator for learning ophthalmoscopy was rated more attractive by the students than the classical technology-based teaching methods (all p < 0.01). The joy of learning could only be further increased by practicing on a fellow student (p = 0.051). The results of the present study show a positive impact of the block week on the attractiveness assessment of the specialty by the participating students. Innovative e-learning methods can increase the enjoyment of learning. However, the training simulator cannot provide a complete replacement of the training on a real person.

E-learning technology and higher education: the impact of organizational trust

The aim of this paper is to analyze the impact of trust perceptions on teachers’ intention to continue using e-learning technology in higher education. Drawing on the model of organizational trust and the information systems continuance model, a new research model is developed and tested using data from a university college based on a survey of 401 university teachers. We find that teachers’ perceptions of system-based trust and trust in management exerted strong direct effects on intention to continue using an e-learning system. Additionally, system-based trust affects perceived usefulness, and thus fully mediates the influence of perceived usefulness on teachers’ intentions to use e-learning technology. Our findings clarify the relationship between trust and teachers continued use of e-learning technology and have implications, theoretical as well as practical, for trust-building structures that could improve the implementation of e-learning technologies in higher educational settings.

Theorising about barriers to open e-learning systems in public administrations

Barriers to the general use of e-learning technology are known across various contexts. Despite increasing efforts to clarify the range of these barriers, few efforts have been made to advance the theorising about them and, thus, to answer why and how they unfold. This study is motivated to overcome this unaddressed problem and develops a process model based on adaptive structuration theory (AST) and the punctuated socio-technical change model (PSIC). It represents how barriers unfold between actors, technology, and organisational properties in public administrations. The PaSIC model provides a new perspective on how critical incidents drive the emergence and progress of barriers to the general use of e-learning technology. Implications of the study clarify why particular organisational actors, properties and technology should be considered in future research in order to realise change in open e-learning systems.