The Impact of External Dynamics on eLearning Acceptance and Adoption in Higher Educational Institutions: A Theory of Planned Behavior

Abstract

The domain of technology acceptability has emerged as a crucial area of
investigation within the sphere of information technology. Over time, numerous
theories and models have been suggested to clarify individual behaviors towards
technology adoption and assess the level of acceptance and satisfaction with
technological advancements. This research conducts a thorough examination of
diverse hypotheses concerning technological acceptance and evaluates their
explanatory capacity critically. The analysis demonstrates that these theories can
be broadly classified into two primary domains: practical application and scientific
inquiry. Concentrating primarily on recognizing the external factors impacting the
acceptability and implementation of technology, this study aims to illuminate the
dynamics both preceding and during the global pandemic. Specifically, it explores
the subtle influence of external factors on the adoption and usage of eLearning
platforms in higher education environments. By examining existing literature and
empirical research, this investigation seeks to offer valuable insights into the
intricate relationship between external variables and the acceptance of
technological developments. Through a comprehensive analysis of elements like
socio-economic circumstances, institutional regulations, and technological
frameworks, this study strives to enhance comprehension of the intricate interplay
between external influences and technology adoption procedures. Ultimately, the
outcomes of this study are positioned to guide future strategies and interventions
designed to promote greater acceptance and utilization of technology in various
contexts, particularly considering unprecedented global challenges like the
Pandemic