Adopting e-learning Technologies in Higher Educational Institutions: The role of Organizational Culture, Technology Acceptance and Attitude
DOI:
https://doi.org/10.18533/rss.v5i1.143Keywords:
Educational technology, e-learning, organizational culture, technology infusion, technology acceptance.Abstract
Twenty-first century learning environments entail integration of technology into the educational settings. This study focused on organizational culture, technology acceptance and attitude as push and pull factors in the adoption of e-learning technologies in a university setting. The study is a descriptive-correlational research. The respondents of the study are faculty members from universities in the Philippines. The study utilized the Organizational Culture Assessment Instrument (Cameron and Quinn, 2005), Technology Acceptance Questionnaire (Davis, 1986) and Technology Infusion model. The results of the study reveal that hierarchical culture is the dominant culture that exists in higher educational institution. Teachers’ technology acceptance is strongly related in the adoption of e-learning. Linear regression revealed that four out of six dimensions of organizational culture influences adoption of technology and all constructs of the Technology Acceptance Model (TAM), as well as attitude and behavior predicts actual adoption of e-learning technologies in an educational setting. Results suggests that empowerment and active involvement of faculty is a key factor in adopting technology in an educational environment. Thus, teachers are both designers of learning environment and organizational culture.
References
Ajzen, I. (1985) From Intentions to Actions: A Theory of Planned Behavior. In: Kuhl J., Beckmann J. (eds) Action Control. Springer Series in Social Psychology. Springer, Berlin, Heidelberg
Ajzen, I., & Fishbein, M. (1980). Understanding attitudes and predicting social behavior. Englewood Cliffs, NJ: Prentice-Hall.
Amoroso, D. L., & Hunsinger, S. (2009). Measuring the Acceptance of Internet Technology by Consumers. International Journal of E-Adoption, 1 (1), 48-81.
Bandelaria, M. (2007). Impact of ICTs On Open and Distance Learning in a Developing Country Setting: The Philippine Experience. International Review of Research in Open and Distance Learning, Vol. 8, No. 1, 1-15
Cameron, K. & Quinn, R. (2000). Diagnosing and Changing Organizational Culture: Based on the Competing Values Framework. San Francisco, CA: Wiley (Jossey Bass).
Cameron, K. S. & Quinn, R. E. (2006). Diagnosing and changing organizational culture: Based on the competing values framework. (Rev. ed.). San Francisco, CA: Wiley (Jossey Bass).
Carmeli, A., Sternberg, A., & Elizur, D. (2008). Organizational Culture, Creative Behavior, and Information and Communication Technology (ICT) Usage: A Facet Analysis. CyberPsychology & Behavior, 11(2), 175–180. https://doi.org/10.1089/cpb.2007.0037
Cheng, Y.M. (2010). Antecedents and consequences of e‐learning acceptance. Information Systems Journal. 21 (3), 269-299. https://doi.org/10.1111/j.1365-2575.2010.00356.xAuthor. (2014).
Fan, C., & Fan, C. (2014). Applied the Technology Acceptance Model to Survey the mobile-learning adoption behavior in Science Museum. International Journal of Innovation and Scientific Research, 12(1), 22–29.
Iljins, J., Skvarciany, V., & Gaile-Sarkane, E. (2015). Impact of Organizational Culture on Organizational Climate During the Process of Change. Procedia - Social and Behavioral Sciences, 213, 944–950. https://doi.org/10.1016/j.sbspro.2015.11.509
Jan, P. T., Lu, H. P., & Chou, T. C. (2012). The adoption of e-learning: An institutional theory perspective. Turkish Online Journal of Educational Technology, 11(3), 326–343. https://doi.org/10.1057/fsm.4760081
Koc, Mustafa (2005). Implications of Learning Theories for Effective Technology Integration and Pre-Service Teacher Training: A Critical Literature Review. Retrieved from http://www.tused.org.
Kołodziejczak, M. (2015). Coaching Across Organizational Culture. Procedia Economics and Finance, 23(October 2014), 329–334. https://doi.org/10.1016/S2212-5671(15)00491-8
Macharia, J. K. N., & Pelser, T. G. (2012). Studies in higher education key factors that influence the diffusion and infusion of information and communication technologies in Kenyan higher education. Studies in Higher Education, 1(1), 1–15.
Rapport, N. & Overing, J. (2000). Social and Cultural Anthropology: The Key Concepts. Routledge. London
Rossiter, D. (2007). Whither e-learning? Conceptions of Change and Innovation in Higher Education. Journal of Organisational Transformation & Social Change, 4 (1), 93-107.
Schein, E. H. (2014). Culture Assessment as an OD Intervention. The NTL Handbook of Organization Development and Change. https://doi.org/10.1002/9781118836170.ch17
Schwarz, G. (2000). Renewing Teaching Through Media Literacy. Phi Delta Kappan, 37, 8- 12.
Sun, H. (2003). Toward A Deeper Understanding of Technology Acceptance Model - An Integrative Analysis of TAM. Proceedings of AMCIS. Tamp, FL
Wagner, C. (2006). The School Leader’s Tool for Assessing and Improving School Culture. Principal Leadership. 7 (4), 41-44
Zhu, C. (2013). The effect of cultural and school factors on the implementation of CSCL. British Journal of Educational Technology, 44 (3), 484-501.
Downloads
Published
Issue
Section
License
Authors who publish with this journal agree to the following terms:- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).