**1. Introduction**

The idea of distance learning as the concept of learning at one's own pace independent of time and place, originated in 19th century. The Open University of United Kingdom, which introduced blended learning in 1969, had the crucial role in introducing the distance learning into the higher education. The term e-learning (electronically supported learning) was introduced in 1995, and its most common definition is: learning and teaching using information and communications technology, or more broadly, e-learning technology.

Blended model of learning combines different models of learning and teaching: in traditional classroom (which provides e-learning technologies) and virtual learning environment. Virtual Learning Environment (VLE) is a component or subsystem of the Managed Learning Environment (MLE), where students and teachers take part in different types of online interaction, and whose focus is on managing and facilitating the learning process while providing the required resources. The commonly used synonym for VLE is Learning Management System (LMS). MLE includes various information systems and processes of the higher education, and together with VLE they make a part of virtual campus (The Joint Information System Committee [JISC], 2011).

One of the definitions of virtual campus is: "...refers to a specific format of distance education and on-line learning in which students, teaching staff and even university administrative and technical staff mainly 'meet' or communicate through technical links" (benchmarking of Virtual Campuses [BENVIC], 2011).

Higher education teacher can find the service of using VLE at certain institutions, which can use the service developed within the institution or at the university level. In practice, most commonly used are commercial software packages (integrated set of tools for communication, knowledge evaluation, collaboration, monitoring and other) such as WebCT and Blackboard, and among Open Source packages, Moodle and Claroline.

Introducing e-learning into higher education institution brings about changes on organizational, economical and technical level, however, the practice shows that e-learning has been introduced into such institutions in various ways which resulted in different quantity and quality of the education processes using e-learning technology. To improve the effectiveness of e-learning, the need occurred for developing the quality management system in the field of e-learning (Kermek et al., 2007). Those standards are: ISO/IEC 19796-

Factors that Influence Academic Teacher's

title and years of work experience.

as the foundation for future empirical researches.

constraints of an educational project

*Development /Production*: realization of concepts

expectation.

**competence concept** 

(Pawlowski, 2006):

process

Implement, Evaluate) model.

activities (Fig. 1) (Rothery et al., 2008).

Acceptance of E-Learning Technology in Blended Learning Environment 5

and using certain tools and instruments which results in quality work (Ehlers, 2007). Baia (2009) confirmed the influence of the factor commitment to pedagogical quality on technology acceptance, which is influenced by: belief about learning technologies, academic

Competence perception and confirmation of the initial expectation (attitude) influence the teacher's satisfaction through perception of usefulness, where the attitude related to the teacher's education (Ø. Sørebø & A. M. Sørebø, 2008) is the confirmation of the initial

The following pages contain the overview of the most commonly used theories and models of accepting technology and innovation, as well as key responsibilities of teachers in blended learning process for better understanding of the concept of higher education teacher competence in the field of e-learning. Furthermore, categories of factors have been singled out in which there is an overview of those factors which, as found in recent studies, showed connection with teacher's accepting e-learning technology. The conclusion contains the categories with key factors which can aid future researchers in defining theoretic models

**2. Education process in blended learning environment and the teacher** 

*Conception /Design*: conception and design of an educational process

*Learning Process*: realization and use of the learning process

*Implementation:* description of the implementation of technological components

To describe a teaching scenario in any form of e-learning and in different educational environments, a reference model ISO/IEC 19796-1 can be used, which includes the complete life-long learning cycle. The model is a framework consisting of two parts: generic process model and generic descriptive model. Generic process model is divided into 7 basic processes and 38 subprocesses, and the following is the description of the basic processes

*Needs Analysis:* identification and description of requirements, demands, and

*Framework Analysis*: identification of the framework and the context of an educational

*Evaluation/Optimization*: description of the evaluation methods, principles, and procedures There are numerous instructional design models (systematic approach to analysis, design, development, implementation and evaluation of the study material for learning according to the set learning outcomes, following the analysis of student needs) which teachers can use to design different education processes in blended form. Some of the instructional design models are: Dick and Carey, rapid prototyping, Knirk and Gustafson and others, among which the most commonly used in higher education is ADDIE (Analyze, Design, Develop,

Academic teachers most frequently use their own non-standardised models, and very often use the virtual learning environment only for access to study material. In practice, the search for the best blended learning model in a particular context boils down to combining the advantages and disadvantages of traditional teaching activities and technology-mediated

1:2005 (Information Technology – Learning, Education and Training – Quality Management, Assurance and Metrics – Part 1: General Approach, 2005) which provides a framework for quality management and consists of reference model describing the education processes and subprocesses in e-education, and ISO/IEC 19796-3:2009 (Information Technology – Learning, Education and Training – Quality Management, Assurance and Metrics – Part 3: Reference methods and metrics, 2009) which extends the previous reference framework by providing methods and metrics required to implement quality management and quality assurance systems for stakeholders designing, developing or utilizing e-learning technology. Processes related to e-education are compared to the software development process, where the basis for quality standards is taken from the domain of software engineering (Kermek et al., 2007). Based on this, Marchall & Mitchell (2004) defined E-learning maturity model for estimating the organization's level of maturity relating to the e-education processes and their improvement. The improvement of education processes depends on the development of capabilities in all their elements, from the institution in charge to the every single individual involved in the educational system, and in this case it is important to emphasize teacher competences.

On the other hand, the quality and usability of the virtual learning environment are the key influencers on the learning outcome, i.e., student satisfaction. The usability of the e-learning technologies, as the main element of the e-learning success, includes pedagogical and technical usability. Pedagogical usability refers to the support in the process of teaching and learning, while technical usability refers to the interaction between the user and the computer (Melis et al., 2003). Due to the mentioned facts, to create a virtual learning environment, apart form the teacher as an expert in a certain field of study, a team of experts is required: multimedia experts, programmers, administrators, instructional designers and similar experts. However, the practice shows that often teachers are the ones who perform many different roles themselves.

With regards to the complexity of the proper use of e-learning in teaching, the results of the research indicate the slow manner of teachers accepting e-learning. For that reason, a question is being asked: *Which factors influence the higher education teacher's acceptance of elearning?* 

Numerous authors have researched many factors from different aspects, they have monitored introducing e-learning as an innovation diffusion in organization, introducing and accepting new information system, communication between human and the machine, psychology, pedagogy, reengineering the education/business process and other. During the research they have used existing theories and models of technology and innovation acceptance.

Keller (2009) approaches the teacher's acceptance of VLE as an innovation diffusion from the aspect of organizational learning, while Nanayakkara and Whiddett (2005) group factors as individual, organizational and system factors. Argawal (2000) defines the following categories of factors related to the personal acceptance of the information technology in organizations: personal differences, situational factors, social influence, organizational factors, beliefs and attitudes. Osika and Buteau (2009) monitor acceptance of the e-learning technology through motivational factors, which they group as intrinsic factors (beliefs, sense of competence, anxiety) and extrinsic factors (institutional factors).

In professional development individual's commitment to the quality of his or her work is shown through the change in attitudes and values, development of skills and competences,

1:2005 (Information Technology – Learning, Education and Training – Quality Management, Assurance and Metrics – Part 1: General Approach, 2005) which provides a framework for quality management and consists of reference model describing the education processes and subprocesses in e-education, and ISO/IEC 19796-3:2009 (Information Technology – Learning, Education and Training – Quality Management, Assurance and Metrics – Part 3: Reference methods and metrics, 2009) which extends the previous reference framework by providing methods and metrics required to implement quality management and quality assurance systems for stakeholders designing, developing or utilizing e-learning technology. Processes related to e-education are compared to the software development process, where the basis for quality standards is taken from the domain of software engineering (Kermek et al., 2007). Based on this, Marchall & Mitchell (2004) defined E-learning maturity model for estimating the organization's level of maturity relating to the e-education processes and their improvement. The improvement of education processes depends on the development of capabilities in all their elements, from the institution in charge to the every single individual involved in the educational system, and in this case it is important to emphasize

On the other hand, the quality and usability of the virtual learning environment are the key influencers on the learning outcome, i.e., student satisfaction. The usability of the e-learning technologies, as the main element of the e-learning success, includes pedagogical and technical usability. Pedagogical usability refers to the support in the process of teaching and learning, while technical usability refers to the interaction between the user and the computer (Melis et al., 2003). Due to the mentioned facts, to create a virtual learning environment, apart form the teacher as an expert in a certain field of study, a team of experts is required: multimedia experts, programmers, administrators, instructional designers and similar experts. However, the practice shows that often teachers are the ones who perform

With regards to the complexity of the proper use of e-learning in teaching, the results of the research indicate the slow manner of teachers accepting e-learning. For that reason, a question is being asked: *Which factors influence the higher education teacher's acceptance of e-*

Numerous authors have researched many factors from different aspects, they have monitored introducing e-learning as an innovation diffusion in organization, introducing and accepting new information system, communication between human and the machine, psychology, pedagogy, reengineering the education/business process and other. During the research they have used existing theories and models of technology and innovation

Keller (2009) approaches the teacher's acceptance of VLE as an innovation diffusion from the aspect of organizational learning, while Nanayakkara and Whiddett (2005) group factors as individual, organizational and system factors. Argawal (2000) defines the following categories of factors related to the personal acceptance of the information technology in organizations: personal differences, situational factors, social influence, organizational factors, beliefs and attitudes. Osika and Buteau (2009) monitor acceptance of the e-learning technology through motivational factors, which they group as intrinsic factors (beliefs, sense

In professional development individual's commitment to the quality of his or her work is shown through the change in attitudes and values, development of skills and competences,

of competence, anxiety) and extrinsic factors (institutional factors).

teacher competences.

many different roles themselves.

*learning?* 

acceptance.

and using certain tools and instruments which results in quality work (Ehlers, 2007). Baia (2009) confirmed the influence of the factor commitment to pedagogical quality on technology acceptance, which is influenced by: belief about learning technologies, academic title and years of work experience.

Competence perception and confirmation of the initial expectation (attitude) influence the teacher's satisfaction through perception of usefulness, where the attitude related to the teacher's education (Ø. Sørebø & A. M. Sørebø, 2008) is the confirmation of the initial expectation.

The following pages contain the overview of the most commonly used theories and models of accepting technology and innovation, as well as key responsibilities of teachers in blended learning process for better understanding of the concept of higher education teacher competence in the field of e-learning. Furthermore, categories of factors have been singled out in which there is an overview of those factors which, as found in recent studies, showed connection with teacher's accepting e-learning technology. The conclusion contains the categories with key factors which can aid future researchers in defining theoretic models as the foundation for future empirical researches.
