Factors impacting Educators’ Intention Towards E-Learning Adoption

Abstract

Abstract:

Educators play a vital role in learning system and in the present scenario E-learning highly in use due to the pandemic situation. There are gaps in studies like most of the research are student centric whereas educator’s role is more important as a content developer as well as an effective presenter. The challenges for the educators are getting familiar with the resources and application platforms changing concurrently like time constraints, a negative attitude from all parties involved, a lack of technical skills, insufficient infrastructure, and a lack of organizational strategies and support, cyber threats. This study with taking the support of the UTAUT2 (Unified theory of acceptance and use of technology) in academic context tries to discover the factors impacting educators' intention with E-Learning Technology. Most of the research carried out by has not worked on the risk factors like - Technological, Evaluation, Cyber, Psychological, Interaction and Time involved in e-learning, so in the current study proposes a behavioural model TECPIT (Technological, Evaluation, Cyber, Psychological, Interaction and Time) to overcome the risk factors.

The objective of this study is to create a theoretical framework for evaluating educator’s as well as intention to adopt e-learning within academic institutions. In addition to drivers, the current study will examine academicians and students' views to gain a better understanding of the potential dangers that operate as roadblocks to online learning adoption. This information can then be utilized to develop measures to mitigate the risks and boost the uptake of online learning.

The study with taking the support of the UTAUT2 (Unified theory of acceptance and use of technology) [1] in academic context tries to discover the factors impacting educators' intention with E-Learning Technology. A comprehensive investigation is utmost required to add additional important factors that would influence the context of "consumer technology adoption" [1]. Several studies have investigated the function of technology in e-learning, and they have consistently found that dependability is linked to course attitudes and satisfaction [2-4]

In the education context, the gamification has emerged as a significant factor, and most of the time lead to increased engagement, motivation, as well as enjoyment [5]. The popularity of gamification has rapidly increased in the last decade, wherein educationists and web-designers successfully used gamification to engage/ motivate users [5].

The perceived risk of using an e-service to get a desired result is the potential loss. Different forms of challenges are seen as roadblocks in the adoption of new technology, impacting people's behavior. The present study will identify barriers along with drivers by taking support from the existing literature.

Need for the study

In today’s digital age, education may make a significant leap by ensuring that if learners do not learn the way they are taught, they can be taught how they want to learn. E-learning had been widely accepted in education technology prior to the start of COVID-19, and its use had risen dramatically since then, in all sectors, including video conferencing tools, virtual tutoring, online learning, and language apps [6]. Employees are more inclined to engage in e-learning if they believe their employer will offer them with the required opportunity and resources, while complexity and organizational support are linked to educator’s satisfaction. This has led to an increase in game-based mechanics [7].

Currently, "most of the e-Learning systems" that support online collaborative learning are lacking in required security parameters and are implemented with pedagogical principles that ignore security concerns [8]. Further the study will focus on cyber risk in higher education when most devices used for learning and teaching are portable in nature and are being used by emerging and modern adopted technology for accessing the campus and various digital resources across the nations, many of them are modern mobile devices (such as iPads, Windows or Android-based phones, tablets, and other portable Internet access systems) with pre-installed or upgraded operating systems. These devices have a high risk of self-infection or infecting a university's network system due to an inadequate security system or a lack of required security features.