Factors inhibiting teachers’ embracing elearning in secondary education: a literature review

Main Article Content

Sanjay Naidu
Kumar Laxman


Twenty-first century has witnessed the rise of eLearning and in this second decade it is more frequently used as a replacement term for all forms of learning. Numerous studies have been done and continue to be undertaken to study the factors influencing eLearning in education. This study adopted a mixed-method approach and employed a critical meta-analysis design to explore the factors inhibiting teachers embracing of eLearning in education. A total of 17 studies from across the globe with focus on inhibiting factors were analysed. The key inhibiting factors reviewed were categorised into teacher-level, school-level and system-level inhibitors. Furthermore, the impact of the inhibiting factors on eLearning implementation is explored and some relevant strategies for promotion of eLearning are discussed. The review recommends that teacher-level inhibiting factors feature prominently and there is a need for further research on these factors to find out the greater impact on student achievement and engagement.

Article Details

How to Cite
Naidu, S., & Laxman, K. (2019). Factors inhibiting teachers’ embracing elearning in secondary education: a literature review. Asian Journal of Distance Education, 14(2), 124-143. Retrieved from http://asianjde.org/ojs/index.php/AsianJDE/article/view/429


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