Adopting e-learning Technologies in Higher Educational Institutions: The role of Organizational Culture, Technology Acceptance and Attitude

Twenty-first century learning environments entail integration of technology into the educational settings. This study focused on organizational culture, technology acceptance and attitude as push and pull factors in the adoption of e-learning technologies in a university setting. The study is a descriptive-correlational research. The respondents of the study are faculty members from universities in the Philippines. The study utilized the Organizational Culture Assessment Instrument (Cameron and Quinn, 2005), Technology Acceptance Questionnaire (Davis, 1986) and Technology Infusion model. The results of the study reveal that hierarchical culture is the dominant culture that exists in higher educational institution. Teachers’ technology acceptance is strongly related in the adoption of e-learning. Linear regression revealed that four out of six dimensions of organizational culture influences adoption of technology and all constructs of the Technology Acceptance Model (TAM), as well as attitude and behavior predicts actual adoption of e-learning technologies in an educational setting. Results suggests that empowerment and active involvement of faculty is a key factor in adopting technology in an educational environment. Thus, teachers are both designers of learning environment and organizational culture.