Factors inhibiting teachers’ embracing elearning in secondary education: a literature review
Main Article Content
Abstract
Twenty-first century has witnessed the rise of eLearning and in this second decade it is more frequently used as a replacement term for all forms of learning. Numerous studies have been done and continue to be undertaken to study the factors influencing eLearning in education. This study adopted a mixed-method approach and employed a critical meta-analysis design to explore the factors inhibiting teachers embracing of eLearning in education. A total of 17 studies from across the globe with focus on inhibiting factors were analysed. The key inhibiting factors reviewed were categorised into teacher-level, school-level and system-level inhibitors. Furthermore, the impact of the inhibiting factors on eLearning implementation is explored and some relevant strategies for promotion of eLearning are discussed. The review recommends that teacher-level inhibiting factors feature prominently and there is a need for further research on these factors to find out the greater impact on student achievement and engagement.
Article Details
How to Cite
Naidu, S., & Laxman, K. (2019). Factors inhibiting teachers’ embracing elearning in secondary education: a literature review. Asian Journal of Distance Education, 14(2), 124-143. Retrieved from https://asianjde.com/ojs/index.php/AsianJDE/article/view/429
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The work published in AjDE is licensed under a Creative Commons Attribution ShareAlike 4.0 International Licence (CC-BY).
References
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Afshari, M., Bakar, K. A., Luan, W. S., Samah, B. A., &Fooi, F. S. (2009). Factors Affecting Teachers' Use of Information and Communication Technology. Online Submission, 2(1), 77-104.
Agyei, D. D., &Voogt, J. (2014). Examining Factors Affecting Beginning Teachers' Transfer of Learning of ICT-Enhanced Learning Activities in Their Teaching Practice. Australasian Journal of Educational Technology, 30(1), 92-105.
Alonso, F., Lopez, G., Manrique, D., &Viñes, J. M. (2005). An instructional model for web‐based e‐learning education with a blended learning process approach. British Journal of educational technology, 36(2), 217-235.
Arabie, C. P. (2016). Educational technology tools in learning management systems influence on online student course satisfaction in higher education (Order No. 10163286). Available from ProQuest Dissertations & Theses Global. (1844988576). Retrieved from http://ezproxy.auckland.ac.nz/login?url=http://search.proquest.com.ezproxy.auckland.ac.nz/docview/1844988576?accountid=8424
Buabeng-Andoh, C. (2012). Factors influencing teachers' adoption and integration of information and communication technology into teaching: A review of the literature. International Journal of Education and Development using Information and Communication Technology, 8(1), 136-155. Retrieved from http://ezproxy.auckland.ac.nz/login?url=http://search.proquest.com.ezproxy.auckland.ac.nz/docview/1018083255?accountid=8424
Bukaliya, R., &Mubika, A. K. (2011). Teacher competence in ICT: Implications for computer education in Zimbabwean secondary schools. International Journal of Social Sciences and Education, 1(4), 414-425.
Bukaliya, R., &Mubika, A. K. (2012). Factors militating against the introduction of computer education in secondary schools. Journal of Education and Instructional Studies in the World, 2(3), 56-68.
Cochran, C. E. P. (2015). Faculty transitions to online instruction: A qualitative case study (Order No. 3714737). Available from ProQuest Dissertations & Theses Global. (1707689068). Retrieved from http://ezproxy.auckland.ac.nz/login?url=http://search.proquest.com.ezproxy.auckland.ac.nz/docview/1707689068?accountid=8424
Comi, S. L., Argentin, G., Gui, M., Origo, F., & Pagani, L. (2017). Is it the way they use it? Teachers, ICT and student achievement. Economics of Education Review, 56, 24-39.
DuRant, K. D. (2010). The availability and use of 21st century technology tools in south carolina secondary public school library media centers(Order No. 3409179). Available from ProQuest Dissertations & Theses Global. (613816839). Retrieved from http://ezproxy.auckland.ac.nz/login?url=http://search.proquest.com.ezproxy.auckland.ac.nz/docview/613816839?accountid=8424
FitzPatrick, T. (2012) Key Success Factors of eLearning in Education: A Professional Development Model to Evaluate and Support eLearning.789-795 Retrieved from: http://search.proquest.com.ezproxy.auckland.ac.nz/eric/docview/1312421150/44D7D372199F42CAPQ/1?accountid=8424
Freund, Y. P. (1988). Critical success factors. Planning Review, 16(4), 20–25.
Ghavifekr, S., Kunjappan, T., Ramasamy, L., & Anthony, A. (2016). Teaching and Learning with ICT Tools: Issues and Challenges from Teachers' Perceptions. Malaysian Online Journal of Educational Technology, 4(2), 38-57.
Gil-Flores, J., Rodríguez-Santero, J., & Torres-Gordillo, J. J. (2017). Factors that explain the use of ICT in secondary-education classrooms: The role of teacher characteristics and school infrastructure. Computers in Human Behavior, 68, 441-449.
Hung, W. C., &Jeng, I. (2013). Factors influencing future educational technologists' intentions to participate in online teaching. British Journal of Educational Technology, 44(2), 255-272.
Jain, V., Sharma, R., & Singh, S. (2012). Doing meta-analysis in research: A systematic approach. Indian Journal of Dermatology, Venereology and Leprology, 78(3), 242-50. doi:http://dx.doi.org.ezproxy.auckland.ac.nz/10.4103/0378-6323.95438
Khan, M., Hossain, S., Hasan, M., & Clement, C. K. (2012). Barriers to the introduction of ICT into education in developing countries: The example of Bangladesh. Online Submission, 5(2), 61-80.
Liaw, S., Huang, H., & Chen, G. (2007). Surveying instructor and learner attitudes toward e-learning. Computers & Education, 49(4), 1066-1080. http://dx.doi.org/10.1016/j.compedu.2006.01.001
Means, B., Toyama, Y., Murphy, R., Bakia, M., Jones, K. (2010) Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies. U.S Department of Education. Retrieved from: http://www2.ed.gov/rschstat/eval/tech/evidence-based-practices/finalreport.pdf
Ministry of Education. (2016). Ministry Initiatives. Retrived from: http://www.elearning.tki.org.nz/Ministry-initiatives
Nanayakkara, C. (2007). A model of user acceptance of learning management systems: A study within tertiary institutions in New Zealand. The International Journal of Learning, 13(12), 223-232.
Ndibalema, P. (2014). Teachers’ attitudes towards the use of Information Communication Technology (ICT) as a pedagogical tool in secondary schools in Tanzania: The case of Kondoa district. International Journal of Education and Research, 2(2), 1-16.
Nichols, M. (2008). Institutional perspectives: The challenges of e‐learning diffusion. British journal of educational technology, 39(4), 598-609.
Kotrlik, J. W., &Redmann, D. H. (2009). Technology adoption for use in instruction by secondary technology education teachers.
Nikolopoulou, K., &Gialamas, V. (2015). Barriers to the integration of computers in early childhood settings: Teachers’ perceptions. Education and Information Technologies,20(2), 285–301.
Nikolopoulou, K., &Gialamas, V. (2016). Barriers to ICT use in high schools: Greek teachers’ perceptions. Journal of Computers in Education, 3(1), 59-75.
Paulsen, M. F. (2002). Online Education Systems: Discussion and definition of terms. NKI Distance Education, 202.
Powell, A. (2011). A case study of E-learning initiatives in new zealand's secondary schools (Order No. 3445071). Available from ProQuest Dissertations & Theses Global. (860144333). Retrieved from http://ezproxy.auckland.ac.nz/login?url=http://search.proquest.com.ezproxy.auckland.ac.nz/docview/860144333?accountid=8424
Riel, J., Lawless, K. A., & Brown, S. W. (2017). Timing and Spacing of Work as Predictors of Confidence in Self-Paced, Online Teacher Professional Development.
Rock, A. J., Coventry, W. L., Morgan, M. I., &Loi, N. M. (2016). Teaching Research Methods and Statistics in eLearning Environments: Pedagogy, Practical Examples, and Possible Futures. Frontiers in psychology, 7.
Rossacci, S. K. (2016). The influence of information and communication technology implementation on teacher technological self-efficacy, technology proficiency, frequency perceptions, classroom practices, and student's classroom interactions (Doctoral dissertation).
Sangrà, A., Vlachopoulos, D., & Cabrera, N. (2012). Building an inclusive definition of e-learning: An approach to the conceptual framework. The International Review of Research in Open and Distributed Learning, 13(2), 145-159.
Selim, H. (2007). Critical success factors for e-learning acceptance: Confirmatory factor models. Computers & Education, 49(2), 396-413. http://dx.doi.org/10.1016/j.compedu.2005.09.004
Shraim, K., &Khlaif, Z. (2010). An e-learning approach to secondary education in Palestine: opportunities and challenges. Information Technology for Development, 16(3), 159-173, DOI: 10.1080/02681102.2010.501782
Singh, G. (2014) Managing Top-down eLearning Strategy and Bottom-up Culture in the Adoption of eLearning in Higher Education. The International Scientific Conference eLearning and Software for Education 3: 558-565. Retrieved from: http://search.proquest.com.ezproxy.auckland.ac.nz/docview/1534145075/99400808413E4E99PQ/3?accountid=8424
Singh, G., & Hardaker, G. (2014). Barriers and enablers to adoption and diffusion of eLearning: A systematic review of the literature–a need for an integrative approach. Education+ Training, 56(2/3), 105-121,http://dx.doi.org/10.1108/ET-11-2012-0123
Sipilä, K. (2014). Educational use of information and communications technology: teachers’ perspective. Technology, Pedagogy and Education, 23(2), 225-241, DOI:10.1080/1475939X.2013.813407
So, T., &Swatman, P. M. (2006). e-Learning readiness of Hong Kong teachers. University of South Australia.
Sorenson, A. R. (2016). Usability in eLearning: An instructor perspective (Order No. 10255786). Available from ProQuest Dissertations & Theses Global. (1873871820). Retrieved from http://ezproxy.auckland.ac.nz/login?url=http://search.proquest.com.ezproxy.auckland.ac.nz/docview/1873871820?accountid=8424
Sun, P. C., Tsai, R. J., Finger, G., Chen, Y. Y., & Yeh, D. (2008). What drives a successful e-Learning? An empirical investigation of the critical factors influencing learner satisfaction. Computers & education, 50(4), 1183-1202.
Tarus, J. K., Gichoya, D., &Muumbo, A. (2015). Challenges of implementing e-learning in Kenya: A case of Kenyan public universities. The International Review of Research in Open and Distributed Learning, 16(1).
Tella, A., Tella, A., Toyobo, O. M., Adika, L. O., &Adewuyi, A. A. (2007). An assessment of secondary school teachers uses of ICT's: Implications for further development of ICT's use in Nigerian secondary schools. TOJET: The Turkish Online Journal of Educational Technology, 6(3).
Underwood, J., & Dillon, G. (2011). Chasing dreams and recognising realities: Teachers’ responses to ICT. Technology, Pedagogy and Education, 20(3), 317-330, DOI:10.1080/1475939X.2011.610932
Volery, T., & Lord, D. (2000). Critical success factors in online education. The International Journal of Educational Management, 14(5), 216–223.
Wagner, N. L., Hassanein, K., & Head, M. M. (2008). Who is responsible for e-learning success in higher education? A stakeholders' analysis. Educational Technology & Society, 11(3), 26-36.
Walker, D. S. (2014). Attributes and barriers that influence the adoption and diffusion of a learning management system (Order No. 3667660). Available from ProQuest Dissertations & Theses Global. (1650238935). Retrieved from http://ezproxy.auckland.ac.nz/login?url=http://search.proquest.com.ezproxy.auckland.ac.nz/docview/1650238935?accountid=8424
Yeşilyurt, E., Ulaş, A. H., & Akan, D. (2016). Teacher self-efficacy, academic self-efficacy, and computer self-efficacy as predictors of attitude toward applying computer-supported education. Computers in Human Behavior, 64, 591-601.
Afshari, M., Bakar, K. A., Luan, W. S., Samah, B. A., &Fooi, F. S. (2009). Factors Affecting Teachers' Use of Information and Communication Technology. Online Submission, 2(1), 77-104.
Agyei, D. D., &Voogt, J. (2014). Examining Factors Affecting Beginning Teachers' Transfer of Learning of ICT-Enhanced Learning Activities in Their Teaching Practice. Australasian Journal of Educational Technology, 30(1), 92-105.
Alonso, F., Lopez, G., Manrique, D., &Viñes, J. M. (2005). An instructional model for web‐based e‐learning education with a blended learning process approach. British Journal of educational technology, 36(2), 217-235.
Arabie, C. P. (2016). Educational technology tools in learning management systems influence on online student course satisfaction in higher education (Order No. 10163286). Available from ProQuest Dissertations & Theses Global. (1844988576). Retrieved from http://ezproxy.auckland.ac.nz/login?url=http://search.proquest.com.ezproxy.auckland.ac.nz/docview/1844988576?accountid=8424
Buabeng-Andoh, C. (2012). Factors influencing teachers' adoption and integration of information and communication technology into teaching: A review of the literature. International Journal of Education and Development using Information and Communication Technology, 8(1), 136-155. Retrieved from http://ezproxy.auckland.ac.nz/login?url=http://search.proquest.com.ezproxy.auckland.ac.nz/docview/1018083255?accountid=8424
Bukaliya, R., &Mubika, A. K. (2011). Teacher competence in ICT: Implications for computer education in Zimbabwean secondary schools. International Journal of Social Sciences and Education, 1(4), 414-425.
Bukaliya, R., &Mubika, A. K. (2012). Factors militating against the introduction of computer education in secondary schools. Journal of Education and Instructional Studies in the World, 2(3), 56-68.
Cochran, C. E. P. (2015). Faculty transitions to online instruction: A qualitative case study (Order No. 3714737). Available from ProQuest Dissertations & Theses Global. (1707689068). Retrieved from http://ezproxy.auckland.ac.nz/login?url=http://search.proquest.com.ezproxy.auckland.ac.nz/docview/1707689068?accountid=8424
Comi, S. L., Argentin, G., Gui, M., Origo, F., & Pagani, L. (2017). Is it the way they use it? Teachers, ICT and student achievement. Economics of Education Review, 56, 24-39.
DuRant, K. D. (2010). The availability and use of 21st century technology tools in south carolina secondary public school library media centers(Order No. 3409179). Available from ProQuest Dissertations & Theses Global. (613816839). Retrieved from http://ezproxy.auckland.ac.nz/login?url=http://search.proquest.com.ezproxy.auckland.ac.nz/docview/613816839?accountid=8424
FitzPatrick, T. (2012) Key Success Factors of eLearning in Education: A Professional Development Model to Evaluate and Support eLearning.789-795 Retrieved from: http://search.proquest.com.ezproxy.auckland.ac.nz/eric/docview/1312421150/44D7D372199F42CAPQ/1?accountid=8424
Freund, Y. P. (1988). Critical success factors. Planning Review, 16(4), 20–25.
Ghavifekr, S., Kunjappan, T., Ramasamy, L., & Anthony, A. (2016). Teaching and Learning with ICT Tools: Issues and Challenges from Teachers' Perceptions. Malaysian Online Journal of Educational Technology, 4(2), 38-57.
Gil-Flores, J., Rodríguez-Santero, J., & Torres-Gordillo, J. J. (2017). Factors that explain the use of ICT in secondary-education classrooms: The role of teacher characteristics and school infrastructure. Computers in Human Behavior, 68, 441-449.
Hung, W. C., &Jeng, I. (2013). Factors influencing future educational technologists' intentions to participate in online teaching. British Journal of Educational Technology, 44(2), 255-272.
Jain, V., Sharma, R., & Singh, S. (2012). Doing meta-analysis in research: A systematic approach. Indian Journal of Dermatology, Venereology and Leprology, 78(3), 242-50. doi:http://dx.doi.org.ezproxy.auckland.ac.nz/10.4103/0378-6323.95438
Khan, M., Hossain, S., Hasan, M., & Clement, C. K. (2012). Barriers to the introduction of ICT into education in developing countries: The example of Bangladesh. Online Submission, 5(2), 61-80.
Liaw, S., Huang, H., & Chen, G. (2007). Surveying instructor and learner attitudes toward e-learning. Computers & Education, 49(4), 1066-1080. http://dx.doi.org/10.1016/j.compedu.2006.01.001
Means, B., Toyama, Y., Murphy, R., Bakia, M., Jones, K. (2010) Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies. U.S Department of Education. Retrieved from: http://www2.ed.gov/rschstat/eval/tech/evidence-based-practices/finalreport.pdf
Ministry of Education. (2016). Ministry Initiatives. Retrived from: http://www.elearning.tki.org.nz/Ministry-initiatives
Nanayakkara, C. (2007). A model of user acceptance of learning management systems: A study within tertiary institutions in New Zealand. The International Journal of Learning, 13(12), 223-232.
Ndibalema, P. (2014). Teachers’ attitudes towards the use of Information Communication Technology (ICT) as a pedagogical tool in secondary schools in Tanzania: The case of Kondoa district. International Journal of Education and Research, 2(2), 1-16.
Nichols, M. (2008). Institutional perspectives: The challenges of e‐learning diffusion. British journal of educational technology, 39(4), 598-609.
Kotrlik, J. W., &Redmann, D. H. (2009). Technology adoption for use in instruction by secondary technology education teachers.
Nikolopoulou, K., &Gialamas, V. (2015). Barriers to the integration of computers in early childhood settings: Teachers’ perceptions. Education and Information Technologies,20(2), 285–301.
Nikolopoulou, K., &Gialamas, V. (2016). Barriers to ICT use in high schools: Greek teachers’ perceptions. Journal of Computers in Education, 3(1), 59-75.
Paulsen, M. F. (2002). Online Education Systems: Discussion and definition of terms. NKI Distance Education, 202.
Powell, A. (2011). A case study of E-learning initiatives in new zealand's secondary schools (Order No. 3445071). Available from ProQuest Dissertations & Theses Global. (860144333). Retrieved from http://ezproxy.auckland.ac.nz/login?url=http://search.proquest.com.ezproxy.auckland.ac.nz/docview/860144333?accountid=8424
Riel, J., Lawless, K. A., & Brown, S. W. (2017). Timing and Spacing of Work as Predictors of Confidence in Self-Paced, Online Teacher Professional Development.
Rock, A. J., Coventry, W. L., Morgan, M. I., &Loi, N. M. (2016). Teaching Research Methods and Statistics in eLearning Environments: Pedagogy, Practical Examples, and Possible Futures. Frontiers in psychology, 7.
Rossacci, S. K. (2016). The influence of information and communication technology implementation on teacher technological self-efficacy, technology proficiency, frequency perceptions, classroom practices, and student's classroom interactions (Doctoral dissertation).
Sangrà, A., Vlachopoulos, D., & Cabrera, N. (2012). Building an inclusive definition of e-learning: An approach to the conceptual framework. The International Review of Research in Open and Distributed Learning, 13(2), 145-159.
Selim, H. (2007). Critical success factors for e-learning acceptance: Confirmatory factor models. Computers & Education, 49(2), 396-413. http://dx.doi.org/10.1016/j.compedu.2005.09.004
Shraim, K., &Khlaif, Z. (2010). An e-learning approach to secondary education in Palestine: opportunities and challenges. Information Technology for Development, 16(3), 159-173, DOI: 10.1080/02681102.2010.501782
Singh, G. (2014) Managing Top-down eLearning Strategy and Bottom-up Culture in the Adoption of eLearning in Higher Education. The International Scientific Conference eLearning and Software for Education 3: 558-565. Retrieved from: http://search.proquest.com.ezproxy.auckland.ac.nz/docview/1534145075/99400808413E4E99PQ/3?accountid=8424
Singh, G., & Hardaker, G. (2014). Barriers and enablers to adoption and diffusion of eLearning: A systematic review of the literature–a need for an integrative approach. Education+ Training, 56(2/3), 105-121,http://dx.doi.org/10.1108/ET-11-2012-0123
Sipilä, K. (2014). Educational use of information and communications technology: teachers’ perspective. Technology, Pedagogy and Education, 23(2), 225-241, DOI:10.1080/1475939X.2013.813407
So, T., &Swatman, P. M. (2006). e-Learning readiness of Hong Kong teachers. University of South Australia.
Sorenson, A. R. (2016). Usability in eLearning: An instructor perspective (Order No. 10255786). Available from ProQuest Dissertations & Theses Global. (1873871820). Retrieved from http://ezproxy.auckland.ac.nz/login?url=http://search.proquest.com.ezproxy.auckland.ac.nz/docview/1873871820?accountid=8424
Sun, P. C., Tsai, R. J., Finger, G., Chen, Y. Y., & Yeh, D. (2008). What drives a successful e-Learning? An empirical investigation of the critical factors influencing learner satisfaction. Computers & education, 50(4), 1183-1202.
Tarus, J. K., Gichoya, D., &Muumbo, A. (2015). Challenges of implementing e-learning in Kenya: A case of Kenyan public universities. The International Review of Research in Open and Distributed Learning, 16(1).
Tella, A., Tella, A., Toyobo, O. M., Adika, L. O., &Adewuyi, A. A. (2007). An assessment of secondary school teachers uses of ICT's: Implications for further development of ICT's use in Nigerian secondary schools. TOJET: The Turkish Online Journal of Educational Technology, 6(3).
Underwood, J., & Dillon, G. (2011). Chasing dreams and recognising realities: Teachers’ responses to ICT. Technology, Pedagogy and Education, 20(3), 317-330, DOI:10.1080/1475939X.2011.610932
Volery, T., & Lord, D. (2000). Critical success factors in online education. The International Journal of Educational Management, 14(5), 216–223.
Wagner, N. L., Hassanein, K., & Head, M. M. (2008). Who is responsible for e-learning success in higher education? A stakeholders' analysis. Educational Technology & Society, 11(3), 26-36.
Walker, D. S. (2014). Attributes and barriers that influence the adoption and diffusion of a learning management system (Order No. 3667660). Available from ProQuest Dissertations & Theses Global. (1650238935). Retrieved from http://ezproxy.auckland.ac.nz/login?url=http://search.proquest.com.ezproxy.auckland.ac.nz/docview/1650238935?accountid=8424
Yeşilyurt, E., Ulaş, A. H., & Akan, D. (2016). Teacher self-efficacy, academic self-efficacy, and computer self-efficacy as predictors of attitude toward applying computer-supported education. Computers in Human Behavior, 64, 591-601.