Concepts and theoretical models of acceptance of e-learning technologies by academic teachers

Numerous studies have indicated the problem of acceptance of e-learning technologies by academic teachers in the implementation of e-learning in higher education. Using different e-learning technologies in teaching requires adaptation and development of new competencies, which results in slow implementation of e-learning technologies. In order to understand the process of acceptance of e-learning technologies by academic teachers, this paper analyzes the theoretical models and concepts, such as e-competence and Computer literacy. Also, this article analyzes the results of previous studies which were conducted in different educational contexts in higher education.