Submission Date: May 2018
Adoption of innovation in digital education depends on individual, organizational, cultural and socioeconomic factors. Technology acceptance models in the literature indicate intrinsic and extrinsic factors are important in determining user attitude towards learning technologies. Readiness, infrastructure, tutor skills and cost-effectiveness remain central to organizational decisions to invest in digital education.
Socioeconomic factors such as culture, competition, economics, social status and peer relations may determine the desirability of education. Once organizational and socioeconomic factors align, and an organization decides to invest in learning technology, learner perceptions of that technology, the learning environment and the cultural paradigm in which learning takes place can all affect the learner’s decision-making processes, and determine whether the organization’s investment is worthwhile.
The focus of this research project is to explore what learners across multiple cultures (e.g. UK and Africa) value in digital vocational education (specifically with medical front-line clinical, laboratory and field workers), how these values are affected by demography, group behavior and individual values, and how these factors affect individual decisions to adopt or reject a technology innovation.