期刊名称：Ensaio: Avaliação e Políticas Públicas em Educação
印刷版ISSN：0104-4036
出版年度：2022
卷号：30
期号：115
页码：458-483
DOI：10.1590/S0104-403620220003003342
语种：English
出版社：Fundação CESGRANRIO
摘要：This article aims at understanding how research on acceptance and resistance to e-learning in developing countries is undertaken. To do so, it performs a systematic literature review of articles from 2007 to 2019. As a result, 44 analyzed studies have shown the evolvement of e-learning acceptance literature in developing countries in the last decade, mainly grounded on the Technology Acceptance Model (TAM) framework, with minor use of Unified Theory of Acceptance and Use of Technology (UTAUT) and critical success factors perspective. None of the reviewed studies used an explicit framework of resistance to adoption. Also, most of the applications of TAM and UTAUT did not explore the specificities of developing countries in the acceptance of e-learning. Furthermore, the review has found a concentration of studies focusing on students, Higher Education, and developing countries with the highest income levels.
