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The adoption of ICT in Libyan Higher Education Institutions (LHEIs): Theoretical models and challenges

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 Li...

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Main Authors: Mhamed Alshref, Halema H., Abas, Hafiza, Abu Bakar, Nur Azaliah
Format: Conference or Workshop Item
Language:English
Published: 2021
Subjects:
T Technology (General)
Online Access:http://eprints.utm.my/id/eprint/98087/1/HafizaAbas2021_TheAdoptionofICTinLibyanHigherEducationInstitutions.pdf
http://eprints.utm.my/id/eprint/98087/
http://dx.doi.org/10.1088/1742-6596/1897/1/012003
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spelling my.utm.980872022-11-30T04:12:01Z http://eprints.utm.my/id/eprint/98087/ The adoption of ICT in Libyan Higher Education Institutions (LHEIs): Theoretical models and challenges Mhamed Alshref, Halema H. Abas, Hafiza Abu Bakar, Nur Azaliah T Technology (General) 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. 2021 Conference or Workshop Item PeerReviewed application/pdf en http://eprints.utm.my/id/eprint/98087/1/HafizaAbas2021_TheAdoptionofICTinLibyanHigherEducationInstitutions.pdf Mhamed Alshref, Halema H. and Abas, Hafiza and Abu Bakar, Nur Azaliah (2021) The adoption of ICT in Libyan Higher Education Institutions (LHEIs): Theoretical models and challenges. In: 6th International Scientific Conference for Iraqi Al Khwarizmi Society, FISCAS 2021, 22 - 23 November 2020, Cairo, Egypt. http://dx.doi.org/10.1088/1742-6596/1897/1/012003
institution Universiti Teknologi Malaysia
building UTM Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Teknologi Malaysia
content_source UTM Institutional Repository
url_provider http://eprints.utm.my/
language English
topic T Technology (General)
spellingShingle T Technology (General)
Mhamed Alshref, Halema H.
Abas, Hafiza
Abu Bakar, Nur Azaliah
The adoption of ICT in Libyan Higher Education Institutions (LHEIs): Theoretical models and challenges
description 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.
format Conference or Workshop Item
author Mhamed Alshref, Halema H.
Abas, Hafiza
Abu Bakar, Nur Azaliah
author_facet Mhamed Alshref, Halema H.
Abas, Hafiza
Abu Bakar, Nur Azaliah
author_sort Mhamed Alshref, Halema H.
title The adoption of ICT in Libyan Higher Education Institutions (LHEIs): Theoretical models and challenges
title_short The adoption of ICT in Libyan Higher Education Institutions (LHEIs): Theoretical models and challenges
title_full The adoption of ICT in Libyan Higher Education Institutions (LHEIs): Theoretical models and challenges
title_fullStr The adoption of ICT in Libyan Higher Education Institutions (LHEIs): Theoretical models and challenges
title_full_unstemmed The adoption of ICT in Libyan Higher Education Institutions (LHEIs): Theoretical models and challenges
title_sort adoption of ict in libyan higher education institutions (lheis): theoretical models and challenges
publishDate 2021
url http://eprints.utm.my/id/eprint/98087/1/HafizaAbas2021_TheAdoptionofICTinLibyanHigherEducationInstitutions.pdf
http://eprints.utm.my/id/eprint/98087/
http://dx.doi.org/10.1088/1742-6596/1897/1/012003
_version_ 1751536145689214976
score 13.211869

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