Key points are not available for this paper at this time.
Despite the wide use of Information and Communication Technology (ICT) in university teaching, research on e-learning adoption suggests that it has not reached its full potential. This paper considers possible reasons for this seeming contradiction, using models of adoption of innovations and relating them to recent studies of e-learning adoption. It also puts forward an original explanation of the e-learning.paradox. The main focus of the paper is on the university teacher as a practitioner, whose decisions underpin effective implementation of e-learning. © 2005 Irina Elgort.
Irina Elgort (Fri,) studied this question.