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Reasons for e-Learning opposition: Listening to the voices of those who resist

Thu, March 7, 6:00 to 7:30pm, Zoom Rooms, Zoom Room 102

Proposal

Recent COVID-inspired global e-learning shifts have revealed intriguing leaps into digitization as well as resistance and difficulty. Research studies from various disciplines have explained different attitudes toward online learning uptake (e.g., Roger, 2003, in innovation diffusion; Connor & Lake, 1994, in organizational change). Information Systems theories, such as the widely-used Technology Acceptance Model framework, have focused on adoption of ICT, but rejection is also worth studying, particularly within the contextual conditions of developing countries (Bizzo, 2021).

As a COVID-19 pandemic response, the Mastercard Scholars Network e-Learning Initiative responded to needs of the Scholars Program partner universities, mostly in developing countries in Africa, the Middle East and Central America. The primary goal of this Initiative is to support partner institutions to develop resilience in sustainable and equitable e-Learning. The Initiative also aims to promote participatory, collaborative evaluation by implementing Small Research Grants at partner institutions. This institutional research has significantly contributed to an in-depth understanding of how online learning affects the lived experiences of staff, students and the wider communities, as well as to improved program quality.

This roundtable presents findings from two sources: (1) the e-Learning Initiative’s pilot with feedback from university leaders, ICT experts and faculty across the disciplines (66 individual interviews), and (2) Small Research Grant reports. Informed by theories of change, such as the Concerns-Based Adoption Model (George, Hall, & Stiegelbauer, 2006; Hall & Hord, 2006), coupled with socio-technical approaches, we view change as (i) a process, (ii) a personal experience evoking emotional and behavioral responses; and (iii) an individual-initiated change that precedes organizational change. Given that resistance may be based on an individual’s initial reaction to change (Connor & Lake, 1994), it is necessary to consider the perspectives, reactions and motivations of those involved and the complex interaction between human/social and technical elements in the wider organizational context (Mumford, 1983; Trist & Emery, 1959).

Specific findings from our research show varied levels of e-Learning adoption amongst faculty. Some champion online learning for inclusive education–while others resist. Resistance includes doubts about online course design capabilities/ implementations and doubts of the trustworthiness of online assessments. Some also consider e-Learning a disruption to the already-established traditional (face-to-face) teaching practices. Moreover, institutional-based factors cause hesitation in e-Learning adoption, including a lack of incentives for developing online content, a lack of student resources (e.g., computers and data bundles), absence of online learning policies, inadequate e-Learning infrastructure, and shortage in support staff. These reasons for resistance are legitimate concerns that deserve to be addressed.

This work contributes to the e-Learning literature and resistance theorization by providing voices on why individuals might protest e-Learning adoption through concerns-based adoption and socio-technical lenses. Gaining insight into individuals’ concerns can lead to contextualized solutions for better and more-balanced digital teaching and learning environments. This roundtable presentation also seeks to join a collective reflection and dialogue around co-creation and co-implementation efforts for an effective transition toward quality, sustainable and equitable e-Learning in developing countries.

Authors