E-learning use among academics: Motivations and cognitive style

摘要

Currently, various technologies are available for supporting the teaching and learning practices in higher learning institutions, which constitute to the e-learning paradigm. The transformation of the teaching-learning practices to the e-learning environment has received significant interests for researchers to understand, examine and evaluate the role of the information and communication technologies in the field. However, while there seem to be a large number of studies in the area, there still seem to be a lack of focus and findings on the motivation factors and the role of cognitive style that lead to its use among lecturers. Therefore, using a survey, we attempt to investigate the factors that motivate academics to use e-learning system and to examine whether there is a significant difference in the use between different cognitive styles. Findings of the study suggest top management emphasis, facilitating conditions and system quality are the factors that motivate academics to use the system. In addition, there is also a different in the use level between the two groups of cognitive style; innovators and adaptors. Based on the findings, implication for future research is offered.