Open AccessThe Adoption of ICT in Libyan Higher Education Institutions (LHEIs): Theoretical Models and Challenges
Author(s) -
Halema H. Mhamed Alshref,
Hafiza Abas,
Nur Azaliah Abu Bakar
Publication year - 2021
Publication title -
journal of physics. conference series
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.21
H-Index - 85
eISSN - 1742-6596
pISSN - 1742-6588
DOI - 10.1088/1742-6596/1897/1/012003
Subject(s) - unified theory of acceptance and use of technology , technology acceptance model , theory of reasoned action , theory of planned behavior , knowledge management , information and communications technology , developing country , information technology , business , management science , psychology , computer science , usability , engineering , social influence , control (management) , social psychology , economics , human–computer interaction , world wide web , economic growth , operating system , artificial intelligence
The adoption of eLearning in developing countries is rare when a comparison is made against the developed nations. Therefore, this study answered calls from numerous literature demanding for more research to investigate the adoption, usage, and application of eLearning systems and applications in Libyan higher education institutions (LHEIs) to contribute to this crucial knowledge gap. Thus, a systematic literature review (SLR) was conducted focusing on the eLearning technology acceptance theories and models and open issues and challenges facing the LHEIs. Hence, the findings revealed that the technology acceptance model (TAM) is the most dominant theoretical model applied to test the adoption of eLearning in LHEIs. The finding further revealed that there are limited studies based on other technology acceptance theories such as the unified theory of acceptance and use of technology (UTAUT), the theory of reasoned action (TRA), and the theory of planned behavior (TPB). Hence, this study recommends the adoption of the UTAUT framework for future research due to its foundation from eight different technology acceptance models, including the dominant TAM theory, which could offer new insights. The findings of this study have the potential for academic researchers wanting to study the acceptance and use of technology for teaching and learning especially in developing countries.