Academics' E-Learning Adoption in Higher Education Institutions: A Matter of Trust

Autor/inn/en	Martins, Jorge Tiago; Baptista Nunes, Miguel
Titel	Academics' E-Learning Adoption in Higher Education Institutions: A Matter of Trust
Quelle	In: Learning Organization, 23 (2016) 5, S.299-331 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0969-6474
DOI	10.1108/TLO-05-2015-0034
Schlagwörter	College Faculty; Electronic Learning; Adoption (Ideas); Higher Education; Trust (Psychology); Risk Assessment; Grounded Theory; Data Analysis; Semi Structured Interviews; Coding; Technology Integration; Barriers; Information Systems; Organizational Culture; Resistance (Psychology); Program Implementation; Foreign Countries; Portugal + Suchen Sie Ihr Suchwort? Fakultät; Ideas; Ideenfindung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Risikoabschätzung; Auswertung; Codierung; Programmierung; Unternehmenskultur; Resistenz; Ausland
Abstract	Purpose: This paper aims to examine how academics enact trust in e-learning through an inductive identification of perceived risks and enablers involved in e-learning adoption, in the context of higher education institutions (HEIs). Design/methodology/approach: Grounded Theory was the methodology used to systematically analyse data collected in semi-structured interviews with 62 academics. Data analysis followed the constant comparative method and its three-staged coding approach: open, axial and selective coding. Findings: The resulting trajectory of trust factors is presented in a Grounded Theory narrative where individual change and integration through shared collective understanding and institutionalisation are discussed as stages leading to the overcoming of e-learning adoption barriers. Originality/value: The paper proposes that the interplay between institutionalism and individualism has implications in the success or failure of strategies for the adoption of e-learning in HEIs, as perceived by academics. In practical terms, this points to the need for close attention to contextually sensitive trust-building mechanisms that promote the balance between academics' commitments, values and sense of self-worth and centrally planned policy, rules, resources and exhortations that enable action. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01