Abstract

This exploratory quantitative study seeks to identify (a) the e-learning practices that can improve the acceptance of online collaborative learning (OCL) and the associated EdTech in formal learning contexts and (b) the characteristics or features of such EdTech. A systematic review was conducted combined with a thematic analysis of literature (i.e., 42 journal articles relevant to OCL that was published from 2001 to 2020 from Scopus database), the findings of which not only attained all research objectives with the proposed the acceptance-promoting practice framework for OCL and EdTech (APPFOE) in formal education (see Figure 7), but also identified the challenges that OCL learners generally confront. The proposed APPFOE reveals a number of practices in three main themes (viz., teacher presence, OCL EdTech, and learners’ control over learning) that can handle those challenges and promote the acceptance of OCL and the associated EdTech in light of the extended unified theory of acceptance and use of technology model. The implications for positive social change include the potential to guide educators in their class interactions, aid policymakers with their alignment of resources, assist EdTech professionals and entrepreneurs in their product development, and contribute to the growing body of academic knowledge in some respects, hence lay out the basis for some future research.

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