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Looking for a comprehensive eLearning acceptance framework. A literature review and a tentative map.
PROCEEDINGS

, , University of Lugano, Switzerland

EdMedia + Innovate Learning, in Orlando, FL USA ISBN 978-1-880094-60-0 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

People and organisations not accepting eLearning activities, as well as eLearning dropouts are among the most relevant problems and issues connected with the use of digital media in education and training. The article presents the eLearning acceptance issue trough an extensive literature review; interpretation frameworks adopted in and adapted for eLearning studies are mainly taken from three research areas: respectively concerned with innovation, technology and learning acceptance/rejection. A semantic analysis of the term "acceptance" itself helps distinguishing three components of it: knowledge, action/start and commitment: the second one indicates the actual decision stage, while the first and the third ones run in parallel. These components interact between each other during the phase of preparation, action and persistence. In the last section of the article a list of the main variables related to eLearning acceptance is offered; they are organized according to their main relationship with the eLearner her/himself, technology, resources, as well as organisation and context.

Citation

Succi, C. & Cantoni, L. (2006). Looking for a comprehensive eLearning acceptance framework. A literature review and a tentative map. In E. Pearson & P. Bohman (Eds.), Proceedings of ED-MEDIA 2006--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 912-919). Orlando, FL USA: Association for the Advancement of Computing in Education (AACE). Retrieved August 22, 2019 from .

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