An increasing number of public institutions of higher education are
realizing that there is a need to integrate innovative technologies
into their curricula in order to enable students to access and
review academic content anytime and to connect with each other
outside of the classroom. Many public institutions of higher
education have recognized this need and are in the process of
introducing new practices in order to meet changing market
conditions. These practices are generally referred to as eLearning
practices. Besides the intended outcomes of digital student support
and access to teaching content, applying eLearning practices and
integrating them into the traditional existing teaching routines
challenges an organization in multiple ways. The aim here is to
show the factors influencing this adoption decision process. To
gain a deeper understanding of the patterns and success factors of
the adoption of eLearning practices, a social network perspective
was applied to the process through which innovative technologies
adopted by faculty members.
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