• School of Business
  • 07 March 2024
    383 p.
    E-learning benefits
    Higher education
    • This Thesis explores the role of institutional management actions on instructors’ acceptance of elearning as a viable mode of course delivery in higher education. Specifically, this study examines the effect of higher education instructor perceptions of e-learning critical success factors, barriers, and associated management actions on instructors’ motivation to accept and engage in elearning in the higher education industry. Initially, the Thesis engages in a narrative and systematic literature review analysis, after which a preliminary conceptual framework is created, that identifies existing knowledge and gaps, and leads to its empirical testing in the Cyprus higher education sector. The primary research follows a critical realism point of view and methodologically uses a qualitative technique. Semi-structured interviews were used as the method for collecting qualitative research data for this study, and 20 informants took part. By identifying patterns, themes, and subthemes, the data are analyzed using the thematic template analysis technique. On the basis of these and taking into account all significant empirical findings, the final conceptual framework has been constructed and displayed. The research results pinpoint the positive outcomes of supportive institutional management actions on instructor acceptance of e-learning; themselves associated with addressing the issues of enabling e-learning critical success factors to be achieved, and mitigating negative effects associated with this mode of course delivery. Further, it is found that the positive effects of appropriate institutional management actions on instructor acceptance of e-learning is mediated by intrinsic and extrinsic motivation factors, arising as a result of these actions. Instructor perceptions toward institutional management actions are generally positive and the research shows that this contributes towards instructors’ positive views of e-learning and willingness to adopt it. Results also show that if instructors do not perceive institutional management actions positively, 3 this will not lead to outright rejection of e-learning, however instructors will not be positively reinforced toward accepting, engaging with, and committing to e-learning on a continual basis. By and large, the research's conclusions provide significant contributions to both theory and practice. As an academic contribution to knowledge, the experimentally validated final framework defines the positive outcomes associated with instructor acceptance of e-learning and uncovers original correlations between e-learning management and instructor views, with benefits for the wider higher education e-learning environment. It establishes the framework for producing both internal and external advantages for higher education institutions. Internal institutional benefits are tied to the improvement of e-learning quality and the increase of instructor motivation for its acceptance. This in turn leads to tangible external benefits as well since educational quality is one of the main factors affecting a higher education institution’s reputation and brand image.

    An Integrated Framework of the Effect of Critical Success Factors, Barriers, and Management Actions on Instructor Acceptance of E-learning in Higher Education

    1. PhD thesis
    2. english
      1. E-learning -- Management
      2. E-learning -- Barriers
      3. E-learning -- Motivation
    3. E-learning benefits
    4. Higher education