How Teachers Are Affected by Institutional Actions Aiming to Enhance E-Learning Effectiveness In Higher Education

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Autor/inn/en	Millidonis, Theodoros; Lois, Petros; Georgiou, Ifigenia; Tsoukatos, Evangelos
Titel	How Teachers Are Affected by Institutional Actions Aiming to Enhance E-Learning Effectiveness In Higher Education
Quelle	In: International Journal of Educational Management, 37 (2023) 6-7, S.1142-1161 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Millidonis, Theodoros)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-354X
DOI	10.1108/IJEM-09-2022-0371
Schlagwörter	Electronic Learning; Higher Education; Instructional Effectiveness; Educational Technology; Program Effectiveness; Success; Teacher Attitudes; College Faculty; Educational Administration; COVID-19; Pandemics; Instructional Design; Faculty Development; Technological Literacy; Teaching Skills; Online Courses + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Unterrichtserfolg; Unterrichtsmedien; Erfolg; Lehrerverhalten; Fakultät; Bildungsverwaltung; Schuladministration; Schulverwaltung; Lesson concept; Lessonplan; Unterrichtsentwurf; Technisches Wissen; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Online course; Online-Kurs
Abstract	Purpose: In this paper, the authors review the extant literature on e-learning effectiveness in higher education (HE) to investigate how teachers are affected by the actions that the management of higher education institutions (HEIs) need to take to address the success factors that are critical for e-learning effectiveness. E-learning, in the context of this study, encompasses the delivery of and access to a coordinated collection of learning materials and instructions over an electronic medium using a web server to provide the materials and a web browser to access them. Design/methodology/approach: To address the study's aims the authors employ a narrative literature review methodology. Since the area under review is comprehensive and it entails the examination of several topics, the authors have selected this methodology to ensure thorough coverage, and a narrative literature review approach can provide the required degree of thoroughness as it covers a wide range of topics within the thematic area under review. The authors focus on contemporary scientific studies published between January 2017 and May 2022 on how teachers involved in e-learning are affected by management actions taken to achieve success factors for e-learning effectiveness within the HE sector, after identifying and grouping the success factors identified in prior literature into dimensions that reinforce effectiveness. Findings: The authors of the present study have identified and outlined the most prevalent success factor dimensions by performing a narrative review of the extant literature on the topics of e-learning effectiveness and success factors, and by grouping the various success factors identified into the overarching dimensions presented. These dimensions must also be examined in terms of their relevant importance to the most significant e-learning stakeholder groups. Prior studies have made attempts to obtain relevant stakeholder views on success factors for e-learning, with the student perspective naturally being the most widely covered point of view in terms of e-learning success factors prioritization. More studies are needed that tackle the teachers' perspective as well, since this would enable researchers to determine how teachers view e-learning effectiveness success factors. Originality/value: The authors also discover that the main success factors in literature are not discussed nearly enough from teachers' perspectives. The authors, therefore, highlight the importance of addressing teachers' perspectives, mainly because this will reinforce teacher acceptance of the e-learning system adopted by an HEI, and the authors also outline future research avenues through which the perception of teachers could be obtained. The authors have identified the technique of knowledge management as a potential method to involve teachers in the decision-making process concerning the management of e-learning more, by taking their views into account and documenting them. The authors have discerned that teachers' acceptance of e-learning would be reinforced by supportive management actions since as a result, teachers see improvements in their technological literacy and pedagogical skills, and this would bring about increased motivation, satisfaction and acceptance of e-learning systems. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01