利比亚大学英语讲师对电子学习的接受程度;理论模型与挑战:系统文献综述

Manal Ali Badi, Norah Md Noor
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引用次数: 0

摘要

与发达国家相比,发展中国家利用电子学习的情况仍然相对少见。因此,本研究回应了学术文献中关于加强调查利比亚大学英语教育工作者对电子学习系统和应用的接受、整合和利用情况的普遍呼吁,旨在填补现有的知识空白。本研究按照 PRISMA 2020 准则进行了系统文献综述(SLR)。这种严谨的方法以利比亚高等教育机构接受电子学习技术的相关理论和模式、相关问题和遇到的挑战为中心。以 PRISMA 为指导的审查结果表明,技术接受模型(TAM)是评估利比亚大学采用电子学习情况的主要理论框架。相反,以其他技术接受理论为基础的研究,如技术接受和使用统一理论(UTAUT)和理性行动理论(TRA),则明显很少。因此,本研究主张在今后的研究工作中继续使用 TAM 框架,因为它在技术接受模型中具有全面的基础,并能提供新颖的见解。本研究以 PRISMA 为指导,其结果对于研究英语作为外语(EFL)教学中的技术采用情况的学者具有潜在意义,尤其是在发展中国家。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
English-Language Lecturers' Acceptance of E-Learning in Libyan Universities; Theoretical Models and Challenges: A Systematic Literature Review
In comparison to developed nations, the utilisation of e-learning in developing countries remains relatively uncommon. Consequently, this research addresses the prevailing call in the academic literature for increased investigation into the reception, integration, and utilisation of e-learning systems and applications among English-language educators in Libyan universities, aiming to contribute to the existing knowledge gap. This study conducted a systematic literature review (SLR) following the PRISMA 2020 guidelines. This rigorous method centred on theories and models related to the acceptance of e-learning technology,  the pertinent issues and challenges encountered within Libyan higher education institutions. The findings of the PRISMA-guided review shown that  Technological Acceptance Model (TAM) stands as the predominant theoretical framework employed to assess the adoption of e-learning in Libyan universities. Conversely, studies grounded in alternative technological acceptance theories, such as the Unified Theory of Acceptance and Use of Technology (UTAUT) and Theory of Reasoned Action (TRA), are notably scarce. Therefore, this study advocates for the continued utilisation of the TAM framework in forthcoming research endeavours due to its comprehensive foundation in technology acceptance models and its capacity to offer novel insights. The results of this PRISMA-guided study hold potential significance for scholars engaged in the examination of technology adoption for teaching and learning the English language as a foreign language (EFL), particularly in the context of developing countries.
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