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A study of factors influencing higher education teachers' intention to use E-learning in hybrid environments

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Snježana Babić
Snježana Babić
Snježana Babić
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M. Cicin-Sain at drustvo kibernetičara
M. Cicin-Sain
  • drustvo kibernetičara
Goran Bubas at University of Zagreb
Goran Bubas
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A Study of Factors Influencing Higher Education
Teachers' Intention to Use E-learning in Hybrid
Environments
S. Babiü
*
, M. ýiþin-Šain
**
and G. Bubaš
***
*
Polytechnic of Rijeka, Business Department, Rijeka, Croatia
sbabic@veleri.hr
**
Society “Društvo kibernetiþara”, Rijeka, Croatia
marina.cicinsain@gmail.com
***
University of Zagreb, Faculty of Organization and Informatics
gbubas@foi.hr
Abstract - The development of e-learning in higher
education institutions depends on teachers' adoption and
their levels of acceptance of e-learning technologies in the
teaching process. Understanding the factors that influence
the teachers' intention of using e-learning technologies could
help explain the barriers to their adoption of e-learning in
hybrid environments. This paper investigates the
relationship between the factors of online teachers'
competence and educational environment with the intention
of applying e-learning technologies in hybrid environments
by teachers who are non-users of e-learning. The results of
our study showed that attitudes and educational values,
computer anxiety, self-efficacy, course characteristics and
social influence are related to perceived higher education
teachers' intention to use e-learning technologies in hybrid
environments. We analysed the differences between users
and non-users of e-learning in terms of the predictors of
perceived intention to use e-learning. Our results may help
to instigate further research in the field of adoption of e-
learning as well as the development of e-learning strategy in
higher education institutions.
I. I
NTRODUCTION
Virtual learning environments (VLEs), such as
Moodle, have become an integral part of the complex
infrastructure of higher education systems throughout the
world [1]. However, both educational practice and
scientific research have shown that teachers’ insufficient
use of VLEs in higher education teaching still represents a
problem [2], [3]. Therefore, there is a need for
determining factors which represent barriers for teachers
adopting VLEs. This paper is especially focused on the
problem of the insufficient acceptance of hybrid
environments in which teachers combine educational
activities characteristic of both traditional and virtual
learning environments.
Success in implementing VLEs in the education
process depends on both user acceptance and contextual
factors such as [4]: organization, pedagogy and learning,
and technology. For instance, Bingimlas [5] divides
barriers to integration of ICT into education into two
groups: intrinsic and extrinsic, the former corresponding
to teacher-level barriers (lack of teachers’ confidence,
lack of teachers’ competence, resistance to change,
negative attitudes) and the latter to school-level barriers
(lack of time, lack of effective training, lack of
accessibility, lack of technical support).
The key factors of successful implementation of e-
learning in both developing and developed countries are
the following [6]: financial support from governments,
students’ motivation and well trained tutors. Furthermore,
according to Naresh and Reddy [6], an important part in e-
learning effectiveness is played by user perception and
readiness. Thus developing countries face the following
barriers to a larger extent than developed countries: lack
of infrastructure, trained instructors, lack of financial
support, government policies and less student readiness,
while developed countries have strong infrastructure, and
face the following challenges: student engagement,
student motivation, and high student drop out ratio [6].
Higher education teachers are faced with numerous
challenges related to e-learning, and these can be divided
into five categories [7]: learning styles and culture,
pedagogical e-learning, technology, technical training, and
time management challenges.
Implementation of VLEs can be considered as an
innovation in the higher education system. According to
Rogers [8], the level of acceptance or refusal is
determined by user perception of five attributes of
innovation: (a) the innovation, (b) communication
channels, e.g. human relations, facilitated by the media
and similar means, (c) time, and (d) social system, e.g.
norms, the level of network connectedness and others.
Rogers [8] divided adopters of a social system, according
to the level of innovation acceptance, into five groups:
innovators, early adopter, early majority, late majority,
and laggards. Earlier research has shown that adopter
categories are characterised by differences in
communicative behaviour, socioeconomic status, and
personal variables, as well as differences related to the
following characteristics: experience, want and need,
innovativeness, and social norms. The systemic difference

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... For example, in Croatian higher education institutions by teachers that are non-users of e-learning, Babić et al. [15] relying on the Conceptual Model of Competencies of Teachers in Hybrid Learning Environment of HEI [1], have found a positive correlation between intention to apply e-learning and self-efficacy, and a negative correlation with computer anxiety. Furthermore, attitude and educational values, characteristics of the university course and social influence are significant factors that impact the intention to use e-learning by non-users of elearning. ...
... However, results of relationship tests confirm that, among the participants in this research, there is a statistically significant correlation between the intention to use e-learning technologies after the COVID-19 pandemic, the use of e-learning technologies in teaching before COVID-19, and teachers' education for pedagogical use of ICT. These findings are similar to those of prior studies [9], [10], [11], [12], [13], [15]. ...
... The majority (66.7%) of teachers were educated for the technical functionality of e-learning technology and tools. Therefore, almost half of the teachers did not have prior experience with e-learning technologies for teaching, which is an important factor in acceptance of e-learning in teaching (for example, [12], [14], [15]). This study has found a positive correlation between intention to use of e-learning technologies after the COVID-19 pandemic and attitude toward the use of elearning technologies for teaching, educational value of application of e-learning, ease of use of e-learning technology in teaching, self-efficacy, and a negative correlation with computer anxiety. ...
View
... Lack of ICT Skills (IICT) [12], [21], [22], [13], [23], [16], [10], [24], [25], [26], [27], [28] Instructors Resistance to change (IRC) [29], [22], [22] [13], [30], [23], Lack of Time to Develop E-Courses (ITTD) [15], [29], [22], [24], [26], [18], [27], [31], [19], [28], [14] C. Infrastructure and Technology Dimensions The dimension involving Infrastructure and Technology plays a vital role in the success of E-Learning teachinglearning. Infrastructure provides an easy access to E-learning system whereas technology permits the use of stat-of-the art technology in hardware and software for required effectiveness in teaching-learning. ...
... Lack of ICT Skills (IICT) [12], [21], [22], [13], [23], [16], [10], [24], [25], [26], [27], [28] Instructors Resistance to change (IRC) [29], [22], [22] [13], [30], [23], Lack of Time to Develop E-Courses (ITTD) [15], [29], [22], [24], [26], [18], [27], [31], [19], [28], [14] C. Infrastructure and Technology Dimensions The dimension involving Infrastructure and Technology plays a vital role in the success of E-Learning teachinglearning. Infrastructure provides an easy access to E-learning system whereas technology permits the use of stat-of-the art technology in hardware and software for required effectiveness in teaching-learning. ...
... Two main barriers namely Lack of Inappropriate Infrastructure (TII) and Lack of Technical Support (TTS) are identified and presented in Table III. [11], [12], [21], [32], [13], [23], [16], [33], [24], [25], [26], [27], [31], [28], [19], [14] Lack of Technical Support (TTS) [12], [15], [29], [34], [32], [13], [35], [36], [27], [37], . [31], [20] D. Institutional Management Dimensions Institutional Management Dimension involves the management commitment towards the E-Learning system for teaching-learning. ...
Prioritizing barriers of E-Learning for effective teaching-learning using fuzzy analytic hierarchy process (FAHP)
Conference Paper
Full-text available
  • Dec 2017
E-Learning has become well preferred and accepted tool in teaching-learning of higher education. This pattern of change is owing to the advancement in computer and teaching-learning methodology. The introduction of E-Learning provides the real-time flexibility of time and place. The success of E-Learning depends upon many factors that must be controlled to accomplish effective E-Learning outcome. Moreover, the E-Learning teaching-learning process is also obstructed by several barriers. Stakeholder of E-learning must study and overcome these barriers for getting the benefits of the system. In the present research, MCDM based analytic hierarchy process in its fuzzy form has been applied to study the influence of barriers on the system. Four main dimensions of E-Learning are selected for the study, which are, Student, Instructor, Infrastructure, and Technology and Institutional Management. Twelve barriers under these dimensions are also selected to study their influences on each other. The twelve barriers of E-Learning are quantified using FAHP method and prioritized in terms of control the barriers. The prioritization of such barriers will help the stakeholders to control the E-Learning teaching-learning system.
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... The identified barriers are discussed by many researchers for successful implementation of E-Learning. Lack of ICT Skills [10], [11], [12], [13], [14], [15], [16], [17], [14], [18], [19] Lack of E-Learning Knowledge [10], [11], [20], [21] Lack of English Language Proficiency [22], [23], [24], [24] Lack of Motivation [11], [13], [18], [25], [19] Inappropriate Infrastructure [10], [11], [26], [27], [20], [13], [23], [28], [14], [15], [17], [18], [25], [19], [29], [21] Lack of Technical Support [11], [22], [30], [31], [27], [20], [16], [32], [18], [33], . [25], [34] Lack of Financial Support [10], , [26], [11], [35], [20], [36], [37], [38], [14], [24], [15], [18] Lack of Inadequate Policies [10], [11], [22], [35], [26], [20], [13], [14], [34] Lack of Training on E-Learning [10], [11] [22], [30], [20], [27], [29] Lack of Instructional Design [22], [25] A. Lack of ICT Skills Lack of ICT skills is one of the critical barriers to operational use of E-Learning. ...
... Lack of ICT Skills [10], [11], [12], [13], [14], [15], [16], [17], [14], [18], [19] Lack of E-Learning Knowledge [10], [11], [20], [21] Lack of English Language Proficiency [22], [23], [24], [24] Lack of Motivation [11], [13], [18], [25], [19] Inappropriate Infrastructure [10], [11], [26], [27], [20], [13], [23], [28], [14], [15], [17], [18], [25], [19], [29], [21] Lack of Technical Support [11], [22], [30], [31], [27], [20], [16], [32], [18], [33], . [25], [34] Lack of Financial Support [10], , [26], [11], [35], [20], [36], [37], [38], [14], [24], [15], [18] Lack of Inadequate Policies [10], [11], [22], [35], [26], [20], [13], [14], [34] Lack of Training on E-Learning [10], [11] [22], [30], [20], [27], [29] Lack of Instructional Design [22], [25] A. Lack of ICT Skills Lack of ICT skills is one of the critical barriers to operational use of E-Learning. Sometimes older staff members are not familiar with new instructional technologies which are used in an E-Learning system. ...
... Previous research findings quantitatively proved the effect of learners' self-efficacy on intent to accept new tools. Lack of training from universities decrease users' self-reliance in accepting new technologies which lead them to avoid it [22], [30]. ...
Assimilating E-Learning barriers using an interpretive structural modeling (ISM)
Conference Paper
Full-text available
  • Dec 2017
Nowadays, E-Learning becomes a preferable medium for learning. Digital technology has made it more attractive and useful with additional user-friendly features. Basically, E-Learning involves massive infrastructural resources to operate. It also includes the effective combination of hardware and software along with the involvement of individuals to make the system successful for the students. Since the students and teachers have become agile using state-of-the-art communication technology in teaching learning process, they look for the efficient and smooth knowledge transfer. Many researches have encountered the barriers for the successful implementation of ELearning in the universities. There is little research that uncovers the interaction of E-Learning barriers. The present study aims to provide the Interpretive Structure Modelling (ISM) and Matrice d’Impacts Croise´s Multiplication Applique´e a´ un Classement (MICMAC) based analysis to study such barriers of E-Learning. A digraph representing ISM model has been established to help the stakeholders to understand the barriers to successful implementation of E-Learning.
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... For the needs of this study, the perspective of academic teachers was adopted. They constitute the main development potential of this phenomenon (Babić, Čičin-Šain, Bubaš, 2016, 1103-1108. Of course, they benefit from the technical support of IT specialists and organizational support from the university, however they decide themselves, individually, on the shape and dynamics of inclusion of e-learning in the methodology of teaching. ...
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... Further still, should skill fade reduce the self-efficacy of teaching staff, there may be further implications for the motivation of teaching staff and their perceptions towards VLE usability when choosing to adopt or engage with VLEs (e.g. Babić et al., 2016;Babić & Bubaš, 2015;Rienties et al., 2016). ...
Novel application of a predictive skill retention model to technical VLE content production skills among Higher Education teachers: a case study
Article
  • May 2018
Periods of no practice in performing a technical procedure may impact on the retention of the procedural skills required to produce VLE content. This exploratory paper reports a case study into the application of a validated skills retention model, the User Decision Aid (UDA). Use of the UDA results in a series of indicative retention rates predicting how long the procedures required to carry out Virtual Learning Environment (VLE) content production tasks will be remembered. Considerable variability in retention rates for differing VLE content production tasks was indicated. The study reveals that improvement in predicted VLE content production skills retention rates may be observed when a quality job aid is available and the mental processing complexity resulting from conducting VLE tasks is reduced. Outputs from this research can inform the design of VLEs, lead to the development of targeted training for teaching staff, and the better design of effective resources in order to mitigate skills fade in VLE content production tasks.
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Lecturer resistance during ICTs implementation in higher education in Zimbabwe: forms and triggers
Conference Paper
  • Sep 2017
We investigate user resistance during Information Communication Technologies' (ICTs') implementation in Higher Education Institutions (HEIs) in Zimbabwe. User resistance is a complex phenomenon often cited as a barrier to successful implementations. It is often taken at face value and is perceived as a negative factorng which most managers strive to overcome. Many HEIs have implemented ICTs but the uptake, is low. Gaining insights on user resistance could inform implementation strategies, aimed to improve uptake of ICTs. This study employs a model of resistance as a theoretical lens to investigate user resistance in HEIs. We examine resistance behaviours during the implementation of a Learning Management System (LMS). We identify objects, initial conditions, triggers and forms of resistance. Findings show that disinterest, minimal use, refusal to use, pessimism, withdrawal, avoidance, and prioritization are key forms of resistance behaviours. We also identify delegation of duties as a unique form of resistance that falsifies acceptance. Practical implications of the study could inform implementers to develop change management strategies that take into account specific resistance behaviours.
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Linked Research

A study of factors influencing higher education teachers' intention to use E-learning in hybrid environments
Conference Paper
May 2016
S. Babic · M. Cicin-Sain · Goran Bubas