Elucidating the acceptance and barriers of e-learning implementation among nursing lecturers in Jordan

• Main Author: Al-Teete, Ronza Yousef Ismaiel
• Format: Thesis
• Language: English
• Published: 2025
• Subjects: R Medicine; RT Nursing
• Online Access: http://eprints.usm.my/63094/

E-learning in nursing education presents substantial global challenges, particularly in reconciling digital pedagogies with the development of clinical competencies and maintaining instructional credibility. In Jordan, the formal institutionalisation of e-learning in higher education since 2021 has amplified these challenges, especially within practice-oriented disciplines such as nursing. Despite national digitalisation strategies and policy-level support, the implementation of e-learning in Jordanian nursing programmes remains fragmented. Constraining factors include infrastructural inadequacies, pedagogical misalignments, and entrenched socio-cultural norms that affect acceptance of digital education. Critically, empirical evidence on nursing faculty’s perspectives, acceptance, and engagement with e-learning strategies remains sparse within the regional context. To address this gap, the present study employed a convergent mixed-methods design to investigate nursing lecturers’ acceptance of e-learning strategies and the barriers to their implementation. Grounded in the Technology Acceptance Model 2 (TAM2) and informed by constructs from the Theory of Planned Behaviour (TPB), the quantitative strand examined levels of acceptance across eight core constructs and explored associations with socio-demographic and experiential variables, including academic qualification, gender, teaching experience, and prior e-learning exposure. It also assessed the extent to which perceived barriers influenced acceptance. Complementarily, the qualitative component explored lecturers’ lived experiences and perceptions of e-learning integration through 18 semi-structured interviews. Quantitative data from 169 participants were analysed