E-Learning Acceptance among Oncology Healthcare Professionals in Europe

Feb 28, 2026·
Taibe Kulaksiz
,
Jana Steinbacher
,
Marlene Ganz
,
Max Klein
Marco Kalz
Marco Kalz
· 1 min read
Abstract
Grounded in the Unified Theory of Acceptance and Use of Technology (UTAUT), this study investigates factors influencing oncology healthcare professionals’ intentions to use e-learning within an inter-specialty training program. A cross-sectional online survey was conducted across EU/EEA/UK countries with 67 educators and 97 learners. Adapted UTAUT-based measures assessed performance expectancy, effort expectancy, facilitating conditions, attitudes toward e-learning, self-efficacy, and behavioral intention. Multiple regression analyses revealed that for educators, attitudes toward e-learning were the only significant predictor of behavioral intention to use e-learning for teaching, explaining 75.2% of the variance. For learners, attitudes toward e-learning and performance expectancy significantly predicted behavioral intention to use e-learning, explaining 60.6% of variance. These findings highlight attitudes toward e-learning as the strongest determinant of e-learning acceptance. Institutions should foster positive technology attitudes through supportive environments, awareness initiatives, and incentives to enhance digital learning adoption in oncology education.
Type
Publication
Journal of Cancer Education, 100828. Springer
publications publications

Kulaks?z, T., Steinbacher, J., Ganz, M., Klein, M., & Kalz, M. (2026). E-Learning Acceptance among Oncology Healthcare Professionals in Europe. Journal of Cancer Education, 1-6.

TEL Oncology Cancer Education Medical Education Cancer Care Professionals Learning Design LICASA
Marco Kalz
Authors
Marco Kalz
Professor of Educational Technology

I am a researcher in educational technology whose work explores how digital technologies reshape learning, teaching, and educational institutions. My research combines educational technology, learning sciences, feedback research, and critical perspectives on digital transformation.Current areas of interest include peer feedback and feedback literacy, open and networked learning, AI and misinformation in education, digital learning ecologies, and the societal implications of data-driven and platform-based education. Methodologically, my work spans empirical learning research, psychometric scale development, design-oriented research, and conceptual analyses of digital transformation in education.

I am working as a full professor of educational technology and Chief Information/Chief Digital Officer (CIO/CDO) at the Heidelberg University of Education. I serve as associate editor of the International Journal of Artificial Intelligence in Education and editorial board member of the Journal of Computing in Higher Education. I am a senior-fellow of the Interuniversity Center for Educational Sciences (ICO) and the Dutch research school on information and knowledge systems (SIKS). I work as director of the study program E-Learning and Media Education and director of the Heidelberg Centre for Digital Transformation in Education. Over the years I could secure approx. 4 Mio EUR of research funding for my institutions from competitive projects with a total budget of 36 Mio EUR. I have been an invited keynote speaker on more than 60 conferences and events. Besides European projects I am regularly involved in educational innovation and consulting projects with partners inside and outside of my institutions including clients like the International Labour Organisation, United Nations Environment Program, the European Commission, UNESCO, OECD or other international and national organizations.