Abstract

COVID-19 has caused institutions across the sector to transition from conventional teaching and
learning environments into virtual environments. Amidst this paradigm shift, academics have
adopted a range of technology-based strategies to support the online learner. However, low
attendance, engagement, and participation continue to challenge the execution of eLearning
across the higher education (HE) sector. Within this narrative, there has been an interest in
understanding the acceptance and adoption of technologies in education from the learners’
perspective. As a result, there has been an increased focus on technology acceptance models
as a theoretical lens to unpack attitudes and beliefs relating to eLearning. Motivated by these
environmental shifts, this study aims to capture themes and perspectives considered in educational
literature worldwide to present future considerations for studied and practitioners as we
emerge from the pandemic. By systematically reviewing global educational literature, the stud