Abstract
Purpose: This paper aims to examine how academics enact trust in e-learning through an inductive identification of perceived risks and enablers involved in e-learning adoption, in the context of higher education institutions (HEIs). Design/methodology/approach: Grounded Theory was the methodology used to systematically analyse data collected in semi-structured interviews with 62 academics. Data analysis followed the constant comparative method and its three-staged coding approach: open, axial and selective coding. Findings: The resulting trajectory of trust factors is presented in a Grounded Theory narrative where individual change and integration through shared collective understanding and institutionalisation are discussed as stages leading to the overcoming of e-learning adoption barriers. Originality/value: The paper proposes that the interplay between institutionalism and individualism has implications in the success or failure of strategies for the adoption of e-learning in HEIs, as perceived by academics. In practical terms, this points to the need for close attention to contextually sensitive trust-building mechanisms that promote the balance between academics’ commitments, values and sense of self-worth and centrally planned policy, rules, resources and exhortations that enable action.
Original language | English |
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Pages (from-to) | 299-331 |
Number of pages | 33 |
Journal | Learning Organization |
Volume | 23 |
Issue number | 5 |
DOIs | |
Publication status | Published - 11 Jul 2016 |
MoE publication type | A1 Journal article-refereed |
Keywords
- Adoption
- E-learning
- Grounded theory
- Individualism
- Information systems
- Institutionalism
- Organisational learning
- Perceptions
- Trust