{"title":"高等教育中电子学习的关键成功因素、机构行动和教师接受度:系统综述","authors":"Theodoros Millidonis, Petros Lois, Ifigenia Georgiou, Evangelos Tsoukatos","doi":"10.1108/emjb-02-2023-0037","DOIUrl":null,"url":null,"abstract":"<h3>Purpose</h3>\n<p>This study conducts a systematic literature review to examine the interrelationships between e-learning critical success factors, instructors' perceptions of these factors, and the corresponding institutional actions taken by higher education institutions to achieve success in e-learning implementation, by fostering instructors’ acceptance of e-learning as a viable mode of delivery in higher education.</p><!--/ Abstract__block -->\n<h3>Design/methodology/approach</h3>\n<p>The research design employed in this study involves a systematic literature review of 43 peer-reviewed articles from EBSCO host and Scopus databases. The selected methodology employed thematic analysis of the gathered data by utilizing a multistep qualitative coding method of analysis. </p><!--/ Abstract__block -->\n<h3>Findings</h3>\n<p>The systematic literature review delivers three key findings. First, there is a notable divergence between instructors' perceptions of critical success factors for e-learning in higher education and the perspectives of other stakeholders, such as students, e-learning experts, and institutional management. Second, it emphasizes the importance for higher education institutions to understand and address instructors' perceptions to facilitate effective e-learning implementation. Third, the literature suggests potential causal relationships between institutional actions addressing the success factors deemed important by instructors and instructors' sustained acceptance of e-learning as a viable delivery mode.</p><!--/ Abstract__block -->\n<h3>Research implications</h3>\n<p>The present study enriches knowledge of instructor perceptions of critical success factors for effectiveness in higher education by extending research in institutional management actions to enable their achievement. This study has implications for research strands on how instructors’ motivation and propensity for e-learning acceptance can be influenced by institutional management and how to reduce the level of resistance to adopting e-learning courses by addressing e-learning’s critical success factors as perceived by instructors.</p><!--/ Abstract__block -->\n<h3>Originality/value</h3>\n<p>Based on the theoretical insights derived from the systematic literature review, a conceptual framework is constructed, integrating the three concepts under investigation: success factors, institutional actions, and instructors' acceptance of e-learning in higher education. This framework provides a basis for future research seeking to validate the potential causal relationships among these concepts. Moreover, the study contributes to existing literature by addressing and consolidating research strands related to critical success factors and instructors' perceptions of e-learning effectiveness in higher education.</p><!--/ Abstract__block -->","PeriodicalId":46475,"journal":{"name":"EuroMed Journal of Business","volume":null,"pages":null},"PeriodicalIF":3.8000,"publicationDate":"2024-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Critical success factors, institutional actions and instructors’ acceptance of e-learning in higher education: a systematic review\",\"authors\":\"Theodoros Millidonis, Petros Lois, Ifigenia Georgiou, Evangelos Tsoukatos\",\"doi\":\"10.1108/emjb-02-2023-0037\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<h3>Purpose</h3>\\n<p>This study conducts a systematic literature review to examine the interrelationships between e-learning critical success factors, instructors' perceptions of these factors, and the corresponding institutional actions taken by higher education institutions to achieve success in e-learning implementation, by fostering instructors’ acceptance of e-learning as a viable mode of delivery in higher education.</p><!--/ Abstract__block -->\\n<h3>Design/methodology/approach</h3>\\n<p>The research design employed in this study involves a systematic literature review of 43 peer-reviewed articles from EBSCO host and Scopus databases. The selected methodology employed thematic analysis of the gathered data by utilizing a multistep qualitative coding method of analysis. </p><!--/ Abstract__block -->\\n<h3>Findings</h3>\\n<p>The systematic literature review delivers three key findings. First, there is a notable divergence between instructors' perceptions of critical success factors for e-learning in higher education and the perspectives of other stakeholders, such as students, e-learning experts, and institutional management. Second, it emphasizes the importance for higher education institutions to understand and address instructors' perceptions to facilitate effective e-learning implementation. Third, the literature suggests potential causal relationships between institutional actions addressing the success factors deemed important by instructors and instructors' sustained acceptance of e-learning as a viable delivery mode.</p><!--/ Abstract__block -->\\n<h3>Research implications</h3>\\n<p>The present study enriches knowledge of instructor perceptions of critical success factors for effectiveness in higher education by extending research in institutional management actions to enable their achievement. This study has implications for research strands on how instructors’ motivation and propensity for e-learning acceptance can be influenced by institutional management and how to reduce the level of resistance to adopting e-learning courses by addressing e-learning’s critical success factors as perceived by instructors.</p><!--/ Abstract__block -->\\n<h3>Originality/value</h3>\\n<p>Based on the theoretical insights derived from the systematic literature review, a conceptual framework is constructed, integrating the three concepts under investigation: success factors, institutional actions, and instructors' acceptance of e-learning in higher education. This framework provides a basis for future research seeking to validate the potential causal relationships among these concepts. 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Critical success factors, institutional actions and instructors’ acceptance of e-learning in higher education: a systematic review
Purpose
This study conducts a systematic literature review to examine the interrelationships between e-learning critical success factors, instructors' perceptions of these factors, and the corresponding institutional actions taken by higher education institutions to achieve success in e-learning implementation, by fostering instructors’ acceptance of e-learning as a viable mode of delivery in higher education.
Design/methodology/approach
The research design employed in this study involves a systematic literature review of 43 peer-reviewed articles from EBSCO host and Scopus databases. The selected methodology employed thematic analysis of the gathered data by utilizing a multistep qualitative coding method of analysis.
Findings
The systematic literature review delivers three key findings. First, there is a notable divergence between instructors' perceptions of critical success factors for e-learning in higher education and the perspectives of other stakeholders, such as students, e-learning experts, and institutional management. Second, it emphasizes the importance for higher education institutions to understand and address instructors' perceptions to facilitate effective e-learning implementation. Third, the literature suggests potential causal relationships between institutional actions addressing the success factors deemed important by instructors and instructors' sustained acceptance of e-learning as a viable delivery mode.
Research implications
The present study enriches knowledge of instructor perceptions of critical success factors for effectiveness in higher education by extending research in institutional management actions to enable their achievement. This study has implications for research strands on how instructors’ motivation and propensity for e-learning acceptance can be influenced by institutional management and how to reduce the level of resistance to adopting e-learning courses by addressing e-learning’s critical success factors as perceived by instructors.
Originality/value
Based on the theoretical insights derived from the systematic literature review, a conceptual framework is constructed, integrating the three concepts under investigation: success factors, institutional actions, and instructors' acceptance of e-learning in higher education. This framework provides a basis for future research seeking to validate the potential causal relationships among these concepts. Moreover, the study contributes to existing literature by addressing and consolidating research strands related to critical success factors and instructors' perceptions of e-learning effectiveness in higher education.
期刊介绍:
The EuroMed Journal of Business (EMJB) is the premier publication facilitating dialogue among researchers from Europe and the Mediterranean. It plays a vital role in generating and disseminating knowledge about various business environments and trends in this region. By offering an up-to-date overview of emerging business practices in specific countries, EMJB serves as a valuable resource for its readers.
As the official journal of the EuroMed Academy of Business, EMJB is committed to reflecting the economic growth seen in the European-Mediterranean region. It aims to be a focused and targeted business journal, highlighting environmental opportunities, threats, and marketplace developments in the area. Through its efforts, EMJB promotes collaboration and open dialogue among diverse research cultures and practices.
EMJB serves as a platform for debating and disseminating research findings, new research areas and techniques, conceptual developments, and practical applications across various business segments. It seeks to provide a forum for discussing new ideas in business, including theory, practice, and the issues that arise within the field.