dc.contributor | Geertshuis, Susan | |
dc.contributor | Grainger, Rebecca | |
dc.contributor.author | Liu, Qian | |
dc.date.available | 2020-03-03T20:34:20Z | |
dc.date.copyright | 2020 | |
dc.identifier.citation | Liu, Q. (2020). Understanding academics’ adoption of learning technologies: A systematic review. Computers & Education. doi:10.1016/j.compedu.2020.103857 | en |
dc.identifier.uri | http://hdl.handle.net/10523/9925 | |
dc.description.abstract | Learning technologies are implemented in higher education institutions to enhance teaching and meet external challenges and demands. The adoption of the technologies by academics, however, frequently falls short of organisational aspirations. Academics respond in different and sometimes unpredictable ways. To advance understanding of factors influencing adoption, we systematically reviewed literature regarding academics’ adoption of learning technologies. One hundred and thirty-one articles met the inclusion criteria and were analysed. The findings suggest that adoption is a complex process that is influenced by the learning technology, academics, context and strategies. To advance our understanding of learning technology adoption, we call for studies that challenge the current research assumption and address methodological issues. To facilitate staff adoption, we identify a list of effective strategies derived from the literature. | en_NZ |
dc.format.mimetype | application/pdf | |
dc.language.iso | en | en_NZ |
dc.publisher | elsevier | en_NZ |
dc.relation.ispartof | Computers & Education | en_NZ |
dc.subject | adoption | en_NZ |
dc.subject | learning technology | en_NZ |
dc.subject | innovation | en_NZ |
dc.subject | higher education | en_NZ |
dc.title | Understanding academics’ adoption of learning technologies: A systematic review | en_NZ |
dc.type | Journal Article | en_NZ |
dc.date.updated | 2020-03-03T19:56:54Z | |
otago.school | Education Unit, University of Otago Wellington | en_NZ |
dc.identifier.doi | 10.1016/j.compedu.2020.103857 | en_NZ |
otago.openaccess | Open | en_NZ |
dc.rights.statement | https://doi.org/10.1016/j.compedu.2020.103857 | en_NZ |
dc.description.refereed | Peer Reviewed | en_NZ |