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

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 (Pawlowski, 2006):

*Needs Analysis:* identification and description of requirements, demands, and constraints of an educational project

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

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

*Development /Production*: realization of concepts

*Implementation:* description of the implementation of technological components

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

*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, Implement, Evaluate) model.

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

Factors that Influence Academic Teacher's

(situational and institutional factors).

development in e-education.

only the ones used frequently in recent studies.

strong influence of the environment.

Acceptance of E-Learning Technology in Blended Learning Environment 7

aforementioned competence model. Assuming that a competent person will not apply and develop his or her competences unless motivated, the motivation component is of crucial importance and it can be intrinsic (teacher's personality, attitude and values) and extrinsic

Taking into consideration the same general competence concept in organization (Weintert, 2001) and the fact that e-learning is introduced into education to improve the education quality (dependent of the desire for quality performance of all the stakeholders in the educational system), Ehlers (2007) defined the concept of competence as "quality literacy". Thus he describes the ability of education stakeholders to improve in quality while emphasizing the importance of professionalism as the crucial component in quality development. He looks at the "quality literacy" concept through four dimensions of competence which lead to professionalism and quality development on all levels: quality knowledge, quality experience, quality innovation and quality analysis. "Quality literacy" is the competence concept which, besides knowledge and skills, includes: the responsibility of the stakeholders towards the surroundings, i.e., professionalism in the field of quality

With the aim of understanding the factors which influence teachers accepting the e-learning technology, different existing theories and models have been used, and this paper mentions

The model of accepting technology has its foundations in the theory of social psychology, developed by Fisbein and Ajzen (1975) as Theory of Reasoned Action (TRA) which points out key factors influencing the behavioral intent: attitude toward behavior and subjective norm; if users have the intention of accepting technology, they will do so, but under the

In his Theory of Planned Behavior (TPB) model, Ajzen (1991) later added the factor of perceived behavioral control to the factors attitude toward behavior and subjective norm,

One of the first models of accepting technology, and most commonly used in the research is Technology Acceptance Model (TAM) (Fig. 2) developed by Davis (1989), according to which the user's attitude towards technology is mainly influenced by the following factors: perceived usefulness and perceived ease of use. According to Davis (1989), perceived usefulness is defined as "the prospective user's subjective probability that using a specific application system will increase his or her job performance", while perceived ease of use is defined as

which stems from the self-efficacy theory and is a condition for change in behavior.

"degree to which the prospective user expects the target system to be free of effort".

Fig. 2. Technology Acceptance Model (TAM) developed by Davis (1989).

**3. Theories and models of accepting technology and innovation**

The quality of the education process is one of the factors responsible for students achieving success. Creating the blended learning environment is not easy and it requires teachers to redefine the existing competences and develop new ones, during which is essential to understand the concept of the quality of e-education.

Numerous definitions of competence concept have been published, and according to Weinert (2001) it "...is a specialized system of abilities, proficiencies, or skills that are necessary to reach a specific goal". From this definition, it can be inferred that the concept of personal e-competence of the higher education teacher includes: teacher's ability to implement e-learning in his or her education process, as well as ability to adopt new competences for implementing e-learning in the education process.

With the aim of defining the concept of e-competence, numerous authors used the general competence concept, developed by Weinert (2001), as their basis. Its central idea is the learning process which together with practical experience develops new knowledge and skills that change values and form a certain attitude. Weinert (2001) emphasizes the importance of the experience and explains that competences can be learned and developed through practical values. The foundation for action lies in: attitude, knowledge and skills, and great importance is put on action competence which includes "available cognitive, motivational and social requirements for successful learning or performing an action".

Based on the mentioned general competence concept, Schneckenberg (2007) defined the ecompetence concept applicable to all levels, from institution, group, to every stakeholder in higher education environment. The concept assumes knowledge, skills and attitude as the basis for performance, which can be looked at from the aspect of pedagogical, technical, organizational and sociocultural dimension, and the action competence can be seen through four core competences: subject matter, methodology, social competence and personal competence. It is important to emphasize that the teacher's personal competence for elearning application cannot be defined without identifying situational variables in specific education scenarios which are determined by the following elements (Schneckenberg, 2007): pedagogical model (set of methods for optimum realization of communication between teacher, content and student), choice of e-learning technology, student competences for using ICT in learning activities and the characteristics of the education content, i.e., the course. Education scenario is performed in specific context with specific characteristics, therefore the more specific and less specific education contexts are the key elements of the

The quality of the education process is one of the factors responsible for students achieving success. Creating the blended learning environment is not easy and it requires teachers to redefine the existing competences and develop new ones, during which is essential to

Numerous definitions of competence concept have been published, and according to Weinert (2001) it "...is a specialized system of abilities, proficiencies, or skills that are necessary to reach a specific goal". From this definition, it can be inferred that the concept of personal e-competence of the higher education teacher includes: teacher's ability to implement e-learning in his or her education process, as well as ability to adopt new

With the aim of defining the concept of e-competence, numerous authors used the general competence concept, developed by Weinert (2001), as their basis. Its central idea is the learning process which together with practical experience develops new knowledge and skills that change values and form a certain attitude. Weinert (2001) emphasizes the importance of the experience and explains that competences can be learned and developed through practical values. The foundation for action lies in: attitude, knowledge and skills, and great importance is put on action competence which includes "available cognitive, motivational and social requirements for successful learning or performing an action". Based on the mentioned general competence concept, Schneckenberg (2007) defined the ecompetence concept applicable to all levels, from institution, group, to every stakeholder in higher education environment. The concept assumes knowledge, skills and attitude as the basis for performance, which can be looked at from the aspect of pedagogical, technical, organizational and sociocultural dimension, and the action competence can be seen through four core competences: subject matter, methodology, social competence and personal competence. It is important to emphasize that the teacher's personal competence for elearning application cannot be defined without identifying situational variables in specific education scenarios which are determined by the following elements (Schneckenberg, 2007): pedagogical model (set of methods for optimum realization of communication between teacher, content and student), choice of e-learning technology, student competences for using ICT in learning activities and the characteristics of the education content, i.e., the course. Education scenario is performed in specific context with specific characteristics, therefore the more specific and less specific education contexts are the key elements of the

Fig. 1. Searching for the best blended learning model (Rothery et al., 2008).

competences for implementing e-learning in the education process.

understand the concept of the quality of e-education.

aforementioned competence model. Assuming that a competent person will not apply and develop his or her competences unless motivated, the motivation component is of crucial importance and it can be intrinsic (teacher's personality, attitude and values) and extrinsic (situational and institutional factors).

Taking into consideration the same general competence concept in organization (Weintert, 2001) and the fact that e-learning is introduced into education to improve the education quality (dependent of the desire for quality performance of all the stakeholders in the educational system), Ehlers (2007) defined the concept of competence as "quality literacy". Thus he describes the ability of education stakeholders to improve in quality while emphasizing the importance of professionalism as the crucial component in quality development. He looks at the "quality literacy" concept through four dimensions of competence which lead to professionalism and quality development on all levels: quality knowledge, quality experience, quality innovation and quality analysis. "Quality literacy" is the competence concept which, besides knowledge and skills, includes: the responsibility of the stakeholders towards the surroundings, i.e., professionalism in the field of quality development in e-education.
