Determinants of E-Learning Adoption in Universities: Evidence from a Developing Country
05 Jan 2016-pp 21-30
TL;DR: The technological, organizational and environmental (TOE) determinants of e-learning adoption in universities in developing countries, with the 'nature of the course' added to the constructs to underpin the study are explored.
Abstract: Studies looking at e-learning adoption from a multi-dimensional perspective have remained below expectation especially in developing countries. This study explores the technological, organizational and environmental (TOE) determinants of e-learning adoption in universities in developing countries, with the 'nature of the course' added to the constructs to underpin the study. Using survey research, e-learning stakeholders in the University of Ghana responded to the questionnaire. The data was analyzed using factor analysis, correlation and multiple regression. The findings established IT infrastructure, Perceived ease of use, Organizational compatibility, Expected benefits, Educational partners, Competitive advantage, Content of the e-learning course and e-learning curriculum as jointly responsible for determining e-learning adoption. Originality of the study lies in the multi-faceted (student, lecturers/tutors and e-learning administrators) and the multi-dimensional approach to the study of e-learning adoption in a developing country. The paper concludes with a discussion of future research directions.
Citations
More filters
TL;DR: The analytic hierarchy process with group decision-making and Fuzzy AHP was employed to study the diversified factors from different dimensions of the web-based E-Learning system and the influence of each factor was derived successfully.
Abstract: Learning using the Internet or training through E-Learning is growing rapidly and is increasingly favored over the traditional methods of learning and teaching. This radical shift is directly linked to the revolution in digital computer technology. The revolution propelled by innovation in computer technology has widened the scope of E-Learning and teaching, whereby the process of exchanging information has been made simple, transparent, and effective. The E-Learning system depends on different success factors from diverse points of view such as system, support from the institution, instructor, and student. Thus, the effect of critical success factors (CSFs) on the E-Learning system must be critically analyzed to make it more effective and successful. This current paper employed the analytic hierarchy process (AHP) with group decision-making (GDM) and Fuzzy AHP (FAHP) to study the diversified factors from different dimensions of the web-based E-Learning system. The present paper quantified the CSFs along with its dimensions. Five different dimensions and 25 factors associated with the web-based E-Learning system were revealed through the literature review and were analyzed further. Furthermore, the influence of each factor was derived successfully. Knowing the impact of each E-Learning factor will help stakeholders to construct education policies, manage the E-Learning system, perform asset management, and keep pace with global changes in knowledge acquisition and management.
73 citations
TL;DR: This paper argues that the definition of blended learning should be built around learning theory and should refer to a blend ofirect instruction and learning-by-doing.
Abstract: Most current definitions of blended learning refer to a blend of online and face‑to‑face instruction. It seems that few authors notice the irony that the definition of blended learning does not include the concept of learning at all. The problem with these definitions is that they are devoid of theory and thus lead to trial‑and‑error research. This paper argues that the definition of blended learning should be built around learning theory and should refer to a blend of direct instruction and learning‑by‑doing. The paper reports on research conducted to validate a model that puts behavioural and constructivist learning at right angles and considers if the two can occur simultaneously. The model is then placed in the context of a framework of knowledge management and from there a definition is derived that includes context, theory, methodology and technology.
59 citations
TL;DR: In this article, critical success factors (CSFs) have been used to identify the sustainable E-learning implementation model and 15 CSFs have been modeled for interdependence using interpretive structural modeling and Matriced-Impact Croise Multiplication Appliquee a UN Classement (MICMAC) analysis.
Abstract: E-learning, a technology-mediated learning approach, is a pervasively adopted teaching/learning mode for transferring knowledge. Some of the motivational factors for its wide adoption are time and location independence, user-friendliness, on-demand service, resource richness, and multi-media and technology driven factors. Achieving sustainability and performance in its delivery is of paramount importance. This research utilizes the critical success factors (CSFs) approach to identify the sustainable E-learning implementation model. Fifteen CSFs have been identified through the literature review, expert opinions, and in-depth interviews. These CSFs have been modeled for interdependence using interpretive structural modeling and Matriced’ Impacts Croise’s Multiplication Appliquee a UN Classement (MICMAC) analysis. Further, the model has been validated through in-depth interviews. The present research provides quantification of CSFs of E-learning in terms of their driving and dependence powers and their classification thorough MICMAC analysis. The E-learning system organizers may focus on improving upon the enablers such as organizational infrastructure readiness, efficient technology infrastructure, appropriate E-learning course design, course flexibility, understandable relevant content, stakeholders’ training, security, access control and privileges, commitment, and being user–friendly and well-organized, in order to enhance the sustainability and performance in E-learning. This study will also help E-learning stakeholders in relocating and prioritizing resources.
39 citations
Cites background from "Determinants of E-Learning Adoption..."
...Numerous studies exist in the literature that have identified CSFs for E-learning implementation across the globe, including, for instance, studies in Iran [26,27], Serbia [28], United Arab Emirates (UAE) [29], Taiwan [30,31], Australia [32], Malaysia [33,34], Thailand [35,36], Sudan [37], Ghana [38], New Zealand [39], United Kingdom [40], and USA [41]....
[...]
TL;DR: The results indicated that computer self-efficacy, management support, relative advantage, compatibility, and complexity are significant factors that influence students’ e-learning readiness.
Abstract: E-learning readiness has been initiated in higher education institutions (HEI) as an attempt to improve institutions’ service delivery. Meeting and managing the expectations of students using e-learning systems to facilitate teaching and learning activities is a prominent way to make HEI competitive. The purpose of this study is to investigate the impact of human, organizational, and technological factors on students’ e-learning readiness. This study was conducted by using a survey method in a private university in the north region of Iran with a total number of 153 respondents. Survey data were analyzed using the partial least squares (PLS) method while Smart PLS was used to test the hypotheses and to validate the proposed model. The results indicated that computer self-efficacy, management support, relative advantage, compatibility, and complexity are significant factors that influence students’ e-learning readiness. The findings provide a basis for assessing the determinants of e-learning readiness in developing countries.
35 citations
Cites background from "Determinants of E-Learning Adoption..."
...Meanwhile, technological factors are relative advantage, compatibility, and complexity (Njihia and Oketch 2014; Contreras and Hilles 2015; Tashkandi and Al-Jabri 2015; Ansong et al. 2016; Nyeko and Ogenmungu 2017; Zheng et al. 2018)....
[...]
...Integrating e-learning in HEI is a challenge and skills are needed to make it happen (Furneaux and Wade 2011; Ansong et al. 2016; Nyeko and Ogenmungu 2017)....
[...]
TL;DR: Practical information regarding the main issues and a guideline to fully utilise e‑learning for policy makers and e-learning developers, particularly in newly established institutions or developing countries are offered.
Abstract: Electronic learning (e‑learning) plays a significant role in improving the efficiency of the education process. However, in many cases in developing countries, technology transfer without consideration of technology acceptance factors has limited the impact of e‑learning and the expected outcome of the education process. Therefore, this shift in learning method has been met with low enthusiasm from academic staff and students owing to its low perceived usefulness and perceived ease‑of‑use. The University of Kufa (UoK) in Iraq is considered a good case study because it has implemented the e‑learning platform since 2013. The UoK platform is based on open‑source Moodle owing to the latter’s advantages, such as low implementation cost, open community for support and continuous update and development. To identify and evaluate the challenges, this study uses a questionnaire survey that targets the level of adoption, implementation, familiarity and technology acceptance of staff and students. A total of 242 educators participate in the survey, and the data are subsequently analysed. Important information is extracted using data mining techniques, namely clustering and decision trees. One of the main crucial factors extracted from the analysis results is the perception that social media is easier to use compared with a dedicated e‑learning platform such as Moodle. This factor may also discourage educators/learners from adopting an offered e‑learning platform, regardless of actual usefulness, motivation and training programs. Therefore, this paper offers practical information regarding the main issues and a guideline to fully utilise e‑learning for policy makers and e‑learning developers, particularly in newly established institutions or developing countries.
35 citations
References
More filters
01 Jan 1989
TL;DR: Regression analyses suggest that perceived ease of use may actually be a causal antecdent to perceived usefulness, as opposed to a parallel, direct determinant of system usage.
40,975 citations
"Determinants of E-Learning Adoption..." refers background in this paper
...Davis [10] asserts that, perceived ease of use refers to the degree to which the prospective user expects an e-learning system to be free of effort....
[...]
TL;DR: In this article, the authors developed and validated new scales for two specific variables, perceived usefulness and perceived ease of use, which are hypothesized to be fundamental determinants of user acceptance.
Abstract: Valid measurement scales for predicting user acceptance of computers are in short supply. Most subjective measures used in practice are unvalidated, and their relationship to system usage is unknown. The present research develops and validates new scales for two specific variables, perceived usefulness and perceived ease of use, which are hypothesized to be fundamental determinants of user acceptance. Definitions of these two variables were used to develop scale items that were pretested for content validity and then tested for reliability and construct validity in two studies involving a total of 152 users and four application programs. The measures were refined and streamlined, resulting in two six-item scales with reliabilities of .98 for usefulness and .94 for ease of use. The scales exhibited hgih convergent, discriminant, and factorial validity. Perceived usefulness was significnatly correlated with both self-reported current usage r = .63, Study 1) and self-predicted future usage r = .85, Study 2). Perceived ease of use was also significantly correlated with current usage r = .45, Study 1) and future usage r = .59, Study 2). In both studies, usefulness had a signficnatly greater correaltion with usage behavior than did ease of use. Regression analyses suggest that perceived ease of use may actually be a causal antecdent to perceived usefulness, as opposed to a parallel, direct determinant of system usage. Implications are drawn for future research on user acceptance.
40,720 citations
01 Jan 2009
10,876 citations
"Determinants of E-Learning Adoption..." refers methods in this paper
...[14] have suggested the use of the Cronbach’s alpha...
[...]
...60, indicating good discriminant validity [14]....
[...]
Book•
01 Jan 2010
TL;DR: In this paper, SPSS is used to explore relationships among variables using graphs to describe and explore the data, checking the reliability of a scale, choosing the right statistic, and comparing groups.
Abstract: Preface Data files and website Introduction and overview Part One: Getting started Designing a study Preparing a codebook Getting to know SPSS Part Two: Preparing the data file Creating a data file and entering data Screening and cleaning the data Part Three: Preliminary analyses Descriptive statistics Using graphs to describe and explore the data Manipulating the data Checking the reliability of a scale Choosing the right statistic Part Four: Statistical techniques to explore relationships among variables Correlation Partial correlation Multiple regression Logistic regression Factor analysis Part Five: Statistical techniques to compare groups Non-parametric statistics T-tests One-way analysis of variance Two-way between-groups ANOVA Mixed between-within subjects analysis of variance Multivariate analysis of variance Analysis of covariance Appendix: Details of data files Recommended reading References Index
5,526 citations
Book•
01 Jan 1985
TL;DR: Most general managers know that the revolution is under way, and few dispute its importance as mentioned in this paper, however, they don't know how to take advantage of this knowledge and their ability to become involved in the management of new technology.
Abstract: Most general managers know that the revolution is under way, and few dispute its importance. As more and more of their time and investment capital is absorbed in information technology and its effects, executives have a growing awareness that the technology can no longer be the exclusive territory of EDP or IS departments. As they see their rivals use information for competitive advantage, these executives recognize the need to become directly involved in the management of the new technology. In the face of rapid change, however, they don’t know how.
4,800 citations
"Determinants of E-Learning Adoption..." refers background in this paper
...Institutions which adopt and implement elearning early, gain a vast competitive advantage than the institutions which are slow in the adoption and implementation of e-learning; with the latter suffering a decrease in the scientific level locally and internationally ([31])....
[...]