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dc.contributorGeertshuis, Susan
dc.contributorGrainger, Rebecca
dc.contributor.authorLiu, Qian
dc.date.available2020-03-03T20:34:20Z
dc.date.copyright2020
dc.identifier.citationLiu, Q. (2020). Understanding academics’ adoption of learning technologies: A systematic review. Computers & Education. doi:10.1016/j.compedu.2020.103857en
dc.identifier.urihttp://hdl.handle.net/10523/9925
dc.description.abstractLearning 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.mimetypeapplication/pdf
dc.language.isoenen_NZ
dc.publisherelsevieren_NZ
dc.relation.ispartofComputers & Educationen_NZ
dc.subjectadoptionen_NZ
dc.subjectlearning technologyen_NZ
dc.subjectinnovationen_NZ
dc.subjecthigher educationen_NZ
dc.titleUnderstanding academics’ adoption of learning technologies: A systematic reviewen_NZ
dc.typeJournal Articleen_NZ
dc.date.updated2020-03-03T19:56:54Z
otago.schoolEducation Unit, University of Otago Wellingtonen_NZ
dc.identifier.doi10.1016/j.compedu.2020.103857en_NZ
otago.openaccessOpenen_NZ
dc.rights.statementhttps://doi.org/10.1016/j.compedu.2020.103857en_NZ
dc.description.refereedPeer Revieweden_NZ
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