Examining the Acceptance of Innovations in Learning Technologies in Higher Education—A Malaysian Perspective

Abstract

Higher education institutions in Malaysia are increasingly moving towards being part of the regional higher education hub through significant progressions to stimulate learning through digital learning technologies. The interpretation of opinions gathered from similar studies provides us with many instances of technology adoption practices which is deemed necessary to overcome the challenges faced by institutions. To provide justification to the merits of learning technologies, it is critical to inspect significant elements which will be helpful in giving an appropriate framework model from within and outside learning institutions. An exploratory study is conducted here on existing work on the provisions and usage of computer learning tools in various higher education institutions (HEI) in Malaysia. The purpose of this study is to explore the framework model as a way to assist teachers improve teaching performance using computing tools so as to support progressive learning in institutions. The study findings could firstly provide pragmatic data on the technology innovations usages in HEI from a Malaysian perspective. Secondly, the study outcome may perhaps guide the HEI authority to establish practical boundaries on current and emerging ICT implementations. Thirdly, this may assist in developing strategies in line with the National Educational Policy on the use of technology-assisted learning for twenty-first century higher education. The study concludes that the use of digital technology tools can be considered as a resourceful alternative to conventional learning and teaching providing suitable recommendations for learning orientation and extend opportunities for future empirical research.