Adoption Determinants of E-learning Management System in Institutions of Higher Learning in Kenya: A Case of Selected Universities in Nairobi Metropolitan Michael Kimani Maina, David M. Nzuki (original) (raw)
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Researchers in educational technology have researched for factors to explain problems that hinder acceptance of e-learning management systems in institutions of higher learning. Based on unified theory of acceptance and use of technology (UTAUT), the study examined the influence of performance expectancy, effort expectancy, social influence and facilitating condition on acceptance of E-learning Management System (EMS) in institutions of higher learning in Kenya. Descriptive research design and in particular cross-sectional design were employed in order to empirically investigate the extent to which problems influence adoption of E-learning Management System (EMS). A self-administered questionnaire, face-to-face interviews and observation were administered to a sample size of 600 that consisted of lecturers, students, administrators, and technical staff from at least five Universities within Nairobi Metropolitan. Analysis was done using descriptive as well as inferential statistics in order to draw inferences between the variables. The study found that use of EMS was a new technology as most of the respondents had an experience of less than 3 years. Also the study found that expected performance, enabling infrastructures, institutional policies, training support and leadership and ease of effort use influenced the adoption of EMS in institutions of higher learning.
Turkish Online Journal of Distance Education, 2017
Despite the availability of studies on e-learning management system (eLMS) using information system models, its theoretical foundations have not yet captured social constructs that are peculiar to developing countries including Nigeria. This study was undertaken with the aim of investigating factors that could influence eLMS adoption in higher education. Drawing upon the Social Learning Theory (SLT), Unified Theory of Acceptance and Use of Technology (UTAUT), and two other variables which are Technology Culturation and Power (electricity), an empirical based model was developed to identify predictors of eLMS. The study used Smart Partial LeastSquare-Structured Equation Modeling (PLS-SEM) to examine the pattern of inter-correlation among the SLT and UTAUT constructs. The survey method of research was used by administering questionnaires to undergraduate students of 3 selected private universities in Ogun state, Nigeria with a sample size of 472. The results show that Attitude, Social Influence and Technology Culturation are strong determining factors of intention to adopt eLMS, while Performance Expectancy and Power do not significantly influence the Behavioural Intention to adopt eLMS. More so, Performance Expectancy and Behavioural Intention have positive influence on student grades. The results of this study will provide theoretical information on the intention to adopt eLMS and should be of interest to both researchers and education administrators in terms of planning and decision making.
Factors Affecting Adoption of E- Learning Technology in Kenya
2018
The aim of the study is to investigate factors that influence the adoption and use of educational technology by students of a higher education institution in developing countries. The study employed the unified theory of acceptance and use of technology (UTAUT). The online survey method was used to collect data from 286 students of a higher education institution in Nigeria. The maximum likelihood method based on structural equation modelling (SEM) using IBM Amos 22.0 application was used to analyse the data. The study determined that performance expectancy and effort expectancy (p < 0.001) were significant factors in influencing the behavioural intention to use Canvas. Social Influence was deemed to be a statistically non-significant factor in influencing behavioural intentions as (p > 0.05). Facilitating conditions and behavioural intentions were determined to be salient factors that positively influence the actual usage of Canvas by the students. The results from the data obtained partially support the UTAUT's ability to explain the factors responsible for the acceptance of educational technology in developing countries, in Nigeria to be specific. Furthermore the study contributes to the formulation of approaches and guidelines to enhance the adoption of educational technologies in developing countries.
International Journal of Information technology and Computer Engineering, 2022
This study aims to investigate into the factor influencing tertiary institution adoption of e-learning systems. As a case study, the study included 3,77 undergraduate students from seven faculties at Abubakar Tafawa Balewa University in Bauchi, Nigeria, which made up the study's target population of 17,654 individuals. Consequently, the unified theory of acceptance and use of technology (UTAUT) model was developed using the multistage random sampling approach. The gathered data were examined utilising SmartPLSv3 SEM based on SPSSv23 for analysis. The study's results also showed that PE, EE, and FC significantly influenced students' BI to embrace e-learning systems. However, the effects of SI alone on students' behavioural intentions were not significant.
Effect Of Theoretical And Institutional Factors On The Adoption Of E-Learning
This paper examined the effect of theoretical and institutional factors that influenced the adoption of e-learning in Universities in Ghana. The study sought to improve understanding of the motivational factors behind the adoption of e-learning systems. This study extended the original Technology Acceptance Model (TAM) to include institutional factors. A sample of 600 lecturers was drawn from both private and public universities in Ghana. Correlation analysis was used to determine the relationship between e-learning and the theoretical factors as well as the relationship between e-learning adoption and institutional factors. Linear regression analysis was used to determine whether the theoretical factors predict e-learning adoption. The study revealed that e-learning was positively correlated to all the theoretical factors discussed. It was observed that significant relationship existed between Perceived Usefulness (PU) and e-learning, while the weakest relationship existed between e-learning and Perceived Ease of Use (PEOU). The research concluded that a lecturer's adoption of e-learning depended on PEOU as well as PU. However, a lecturer's adoption of e-learning was more dependent on a lecturer's PU, that is, the degree to which the lecturer believed that using a particular system would enhance his or her job performance.
American Journal of Social Sciences and Humanities, 2020
This study aims at exploring the factors that influence e-learning adoption among university lecturers. It is realised that the adoption rate of e-learning in the context of developing countries is very low and this has called for more research. A sample size of 131 respondents was selected using both convenience and purposive sampling technique. Questionnaires were used to elicit information from respondents. Data analysis was performed using SPSS and SmartPLS application. The study found eight of the eleven hypotheses tested to be statistically significant whiles the remaining three factors were found to be statistically insignificant. This study is limited to only one university (University of Ghana, Legon). Sakai is a software used by both students and lecturers to facilitate distance learning. So, the concentration of the analysis on just lecturers may not give the clearest picture of the adoption of the software. The results of this study will help developers of an e-learning system to improve users' adoption by critically looking at these factors. Sufficient support and training should also be provided to both administrators and instructors to improve their adoption of rate. This study is one of the first kind to investigate university lecturers' e-learning adoption specifically in a Ghanaian University by applying the Information System Success and Technology Adoption Models. The study, therefore, contributes to the research gap on the lack of e-learning studies in developing countries that have emphasized the use of eLearning systems.
International Journal of Educational Research and Development, 2021
The education system in Zimbabwe's universities is rapidly metamorphosing, driven by technological progress, heightened competitiveness among universities, hence the need to find new sources of distinctive competences using e-learning systems. Noncontrollable events such as effects of climatic changes and transboundary pandemic diseases on traditional education have been disrupting the traditional learning systems. As a result, universities are trying to augment traditional teaching and learning processes and practices by embracing e-learning systems. The purpose of this research was to examine factors that influence the probability of adopting of e-learning systems in Zimbabwe's universities. E-learning systems have steadily risen to become critical tools for effective and inexpensive way of efficient education delivery, knowledge discovery and sharing among lecturers and students. E-learning systems have the potential to improve learning outcomes of users whilst also enriching and perpetuating needed cognitive and effective skills of users. Quantitative data was collected using a structured questionnaire from a randomly selected sample of 50 university students in Harare students. The data was analysed using multinomial logistic regression equation with three dependent variables; Adopt; Not Adopt and Defer Adoption of e-learning systems. The probability of adopting e-learning systems in Zimbabwe's universities is affected by social influence, perceived control, perceived usefulness, and ease of use, facilitating conditions, performance expectance, attitude and costs. The findings also show perceived usefulness, perceived enjoyment affect the likelihood of deferring the adoption of learning system relative to not adopting. The study recommends crafting of policies that reduce complexity and cost of using e-learning systems whilst at the same time adopting add-ons that enhances relative advantages, compatibility with traditional systems, and performance expectance of users. The study contributes to literature by extending the Technology Acceptance Model and Theory of Planned Behaviour using a polychotomous regression technique to examine factors that enables the probability of using e-learning system.
E-Learning Adoption Based on Technology Adoption Theory in Nigeria
IJIREEICE, 2018
Universities and other educational institutions around the world are increasingly using e-learning technology to more efficiently and effectively deliver the education to their students. Successful implementation of e-learning system is determined by the acceptance of such system by students. Therefore, this study was undertaken to explore the factors that influence the intention of students to adopt e-learning of two institutions namely the Federal University Dutsinma (FUDMA) and the Umaru Musa Yar'adua University (UMYU), and the investigation was carried out by using UTAUT model. It was found that performance expectancy, effect expectancy and facilitation conditions are the important factors, that are influencing students' intention to adopt e-learning, and the results are contributory for the development of a strategy for implementing e-learning system at these universities. It was also found that both, the universities and students are capable of adopting e-learning system.
Use of UTAUT Model to Assess ICT Adoption in Kenyan Public Universities
2016
Despite many years of study and propositions of various models understanding the adoption of new Information and Communication Technologies (ICT)has been one of the most challenging issues. Uptake of new ICT innovations involves fulfilling many requirements ranging from technical to human. This study used the Unified Theory of Acceptance and Use of Technology (UTAUT) model as an assessment framework to understand the student’s behavioral intention on acceptance and use of technology. The study was conducted at Moi university which is one the public universities in Kenya. Closed and open-ended questionnaires were administered to 500 students. Staff members who were involved in the management of the targeted information systems were also interviewed. A total of 414 questionnaires were returned accounting to 82.8 % response rate. The reliability yielded Cronbach’s output of 0.8231. The results indicated that effort expectancy, performance expectancy and social influence factors affect ...
Determinants of E-Learning Adoption in Universities
Journal of Educational Technology Systems, 2017
This study sought to explore the technological, organizational, and environmental determinants of e-learning adoption in University of Ghana using a multistakeholder approach. Another construct (nature of the course) was added to the traditional constructs of the technology-organization-environment framework. Using survey research, e-learning stakeholders in the University of Ghana responded to the questionnaire. The data were analyzed using factor analysis and multiple regression. The findings indicate some disparities in the adoption factors for the three e-learning stakeholders (students, instructors, and administrators). The article concludes with a discussion of future research directions.