A Country's National Culture Affects Virtual Learning Environment Adoption in Higher Education: A Systematic Review (2001-2020)

Autor/inn/en	Li, Na; Zhang, Xiaojun; Limniou, Maria
Titel	A Country's National Culture Affects Virtual Learning Environment Adoption in Higher Education: A Systematic Review (2001-2020)
Quelle	In: Interactive Learning Environments, 31 (2023) 7, S.4407-4425 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Li, Na) ORCID (Limniou, Maria)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1049-4820
DOI	10.1080/10494820.2021.1967408
Schlagwörter	Educational Technology; Technology Uses in Education; Technology Integration; Adoption (Ideas); Higher Education; Cultural Influences; Values; School Culture; Individual Characteristics; Institutional Characteristics; Regional Characteristics; Factor Analysis + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Ideas; Ideenfindung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Cultural influence; Kultureinfluss; Wertbegriff; Schulkultur; Schulleben; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Regionaler Faktor; Faktorenanalyse
Abstract	Although virtual learning environments (VLEs) have long been forecasted to accelerate the educational revolution, their adoption by teachers and students has not always been as effective as is expected over the years. This challenges universities that extensively investigated educational technologies. Stakeholders are keen to understand the underlying factors and mechanisms that influence technology adoption. However, the extant contradictive and inconsistent research findings from individual country or region fail to address the problem. To provide a holistic view, we follow the PRISMA protocol and synthesize 145 empirical studies across 42 countries and regions from 2001 to 2020. Our main contribution lies in integrating the institutional theory and the elements of country, culture, and university with the decision to adopt VLEs. Specifically, we develop three individual themes and two institutional themes about the factor characteristics. Power distance associates with the institutional cognitive-cultural influence, and long- and short-term orientation affects VLE adoption through the institutional normative facilitation. Masculinity-femininity links to individual cognition, while uncertainty avoidance has a connection with individual digital capability in the VLE adoption processes. We suggest that cultural dimensions should be examined as explanatory variables in future research. Implications and research significance in the COVID-19 pandemic are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01