Exploratory Analysis of Factors Influencing E-Learning Adoption by Higher Education Teachers. Case Study: Abdelmalek Essaâdi University -- Morocco

Autor/inn/en	Meriem, Bouyzem; Youssef, Al Meriouh
Titel	Exploratory Analysis of Factors Influencing E-Learning Adoption by Higher Education Teachers. Case Study: Abdelmalek Essaâdi University -- Morocco
Quelle	In: Education and Information Technologies, 25 (2020) 3, S.2297-2319 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2357
DOI	10.1007/s10639-019-10075-5
Schlagwörter	Electronic Learning; Adoption (Ideas); College Faculty; Foreign Countries; Online Courses; Barriers; Teacher Attitudes; Technology Integration; Influences; Morocco + Suchen Sie Ihr Suchwort? Ideas; Ideenfindung; Fakultät; Ausland; Online course; Online-Kurs; Lehrerverhalten; Influence; Einfluss; Einflussfaktor; Marokko
Abstract	E-learning has become an increasingly popular form of training throughout the world for both students and teachers. Several Moroccan universities have therefore launched e-learning courses. Abdelmalek Essaâdi University, on his part, is involved in a project called "MarMooc" funded by the European Union and aimed at the production of MOOC and SPOC at the national level. The content of e-learning courses will be done by university's teachers, which led us to reflect of their involvement to this project and what are the barriers to e-learning adoption related to them. In this article we will present a survey conducted by questionnaire with both open and closed questions in order to study factors influencing e-learning adoption by higher education's teachers in Morocco, especially Abdelmalek Essaâdi University's teachers. The analysis of responses to open-ended questions, of correlations and principal component analysis revealed following factors: institutional factors, teacher-related factors and Students' factors. The main limitations of our study are the small sample size and the non-representativeness of the female gender, which makes up only 20% of the sample. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01