This paper presents findings from an ongoing cross-cultural study exploring implementation of Virtual Learning Environments (VLEs) in higher education. Semi-structured interviews were made with key personnel at three university departments providing public health education in Lithuania, Norway and Sweden during 2004-2005. Technology acceptance in the context of the innovation decision process was focused during the interviews. The data was analyzed from the perspectives of innovation diffusion theory and Unified Theory of Acceptance and Use of Technology (UTAUT). Findings give evidence that a high degree of performance expectancy among university staff seems to enhance the implementation process. Factors found to obstruct the implementation process were: 1) the concept of “academic freedom” put forward as an argument for not using educational technology, and 2) an organisational culture depicting teaching on campus as the ideal pedagogical approach.

This paper presents findings from an ongoing cross-cultural study exploring the implementation of e-learning environments in higher education in Sweden and Lithuania. The aim of the study was to explore factors affecting students’ acceptance and use of e-learning. A questionnaire was developed based on the Unified Theory of Acceptance and Use of Technology (UTAUT) and the Innovation Diffusion Theory (IDT). Data was collected from 67 master students in public health education in Sweden and Lithuania. Lithuanian students were found to experience a substantially higher degree of acceptance of e-learning environments than Nordic students at the Swedish university. Rate of use, time spent on use and confidence in computer use affected acceptance of the e-learning environment positively at the Swedish university. At the Lithuanian university, previous knowledge of computer use affected acceptance in a positive way. Lithuanian male students experienced a lower degree of perceived usefulness of the e-learning environment than Lithuanian female students. The findings of the study suggest that cultural and organisational factors are important to consider in explaining students’ acceptance of e-learning environments as well as being important in implementation strategy and tactics.