Abstract:

This study aims to investigate how higher education teachers are affected by institutional management actions that aim to reduce e-learning barriers. We carry out a narrative literature review of e-learning implementation, barriers that inhibit successful implementation, relevant institutional actions, and the effect they have on teachers. Our findings suggest that e-learning implementation in higher education is encumbered by barriers such as limited HEI financial resources, lack of administrative support, lack of technical support, lack of student motivation, participation and engagement, lack of personal interaction between instructors and students, lack of instructor IT competencies, increased workload, inadequate incentives, compensation and promotion opportunities, non-inclusion in decision making and resistance to change. According to the literature, appropriate investment toward reducing these barriers would be expected to lead to improvements in teachers' perceptions of e-learning. Through our review, we have grouped the multitude of e-learning barriers that have been identified in the extant literature, into e-learning barrier dimensions that allow for easier assimilation, and presentation of relevant supporting management actions that could be taken by higher education institutions to improve teacher experiences.

Keywords:

e-learning, teacher perceptions, barriers, implementation, management, higher education.