Attitudes Affecting Online Learning Implementation in Higher Education Institutions.

Abstract

This study explores attitudes towards and affecting online learning implementation. In recent years there has been greater acceptance of online learning by institutional decision-makers, as evidenced by higher levels of institutional involvement; nevertheless, the increase in faculty acceptance lags behind. This gap affects the widespread adoption of online learning. This paper proposes that faculty acceptance of online learning is influenced by attitudes related to four variables that affect practice change: intellectual reluctance, support, change and cost-benefit. Inhere n t l y, these attitudes translate into behaviours that influence the level of resistance toward online learning.