Teachers’ Attitudes and Motivation towards E-Learning The Case of the Department of English at Mouloud Mammeri University of Tizi Ouzou

Abstract

The present study concerns teachers’ attitudes and motivation towards e-learning in the department of English at Mouloud Mammeri University of tizi-ouzou. It is intended to determine the type of motivation and attitudes that teachers exhibit toward this modern technology. Furthermore, it aims to discover whether the teachers accept or reject e-learning as a tool for teaching. It uses Davis’ Technology Acceptance Model and takes into account Self-determination Theory concerning motivation. In order to collect the relevant data for this research, two instruments were used which are the questionnaire and interview reinforced by some information obtained from the e-learning centre at Mouloud Mammeri University of Tizi-Ouzou. The study, in fact combines between qualitative and quantitative methods in order to accomplish this exploration. The 44 questionnaires collected from permanent teachers and the statistics obtained from e-learning centre were analysed through statistical analysis and the ten interviews were transcribed and analysed following content analysis. The results obtained demonstrate that although the majority of teachers do not use e-learning at the present time, they are self-determined and exhibit positive attitudes towards its use. Moreover, it was found that most of the teachers accept the integration of e-learning to the educational process since they have positive attitudes and perceive it as useful and easy to use. The conclusion drawn from these findings is that lack of training, lack of materials and inadequate infrastructure are the main barriers to the teachers’ integration of e-learning. Therefore, the successful use of e-learning in the department of English depends mainly on teachers’ external factors rather than internal ones.