Abstract—This research aims to investigate the adoption of
learning technologies among academics in higher education
institutes within the United Arab Emirates (UAE) after
completing one academic year teaching through a hybrid
technique due to the Coronavirus (COVID-19) pandemic. The
researchers propose a validated framework that integrates the
Technology Acceptance Model (TAM), Social Cognition Theory
(SCT), and Innovation Diffusion Theory (IDT). The research
was conducted using the quantitative method, where 170
academics from 22 higher education institutes in the UAE
completed an online survey. The researchers found that the
adoption of learning technologies depends on the individual
academics and the higher education institutes; therefore, the
researchers suggest building a more effective strategy to
accelerate adoption. Additionally, the researchers also found
that the academics’ perceptions of the usefulness of learning
technologies do not affect their behavior while utilizing them,
and that the behavioral intention does not affect the actual
usage of the learning technologies.
Index Terms—Higher education, learning technology,
technology adoption.
Nada Shahin is with the Faculty of Engineering and Information Sciences,
University of Wollongong in Dubai, Dubai, UAE (e-mail:
ns842@uowmail.edu.au).
Haneen Al Arfaj is with the College of Engineering and Information
Technology, Ajman University, Ajman, UAE (e-mail:
haneen.a.alarfaj@gmail.com).
Cite: Nada Shahin and Haneen Al Arfaj, "Learning Technologies among Academics in the United Arab Emirates: One Academic Year since COVID-19," International Journal of Information and Education Technology vol. 12, no. 2, pp. 141-149, 2022.
Copyright © 2022 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).