Journal articles: 'E-learning adoption'

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Suleiman, Mohammed Sani, Usman Musa Zakari Usman, and Muhammad Yahaya. "E-Learning Adoption Based on Technology Adoption Theory in Nigeria." IJIREEICE 6, no. 10 (October 30, 2018): 9–14. http://dx.doi.org/10.17148/ijireeice.2018.6102.

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Ansong, Eric, Sheena Lovia Boateng, and Richard Boateng. "Determinants of E-Learning Adoption in Universities." Journal of Educational Technology Systems 46, no. 1 (August 8, 2017): 30–60. http://dx.doi.org/10.1177/0047239516671520.

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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.

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Denan, Zarina, Zarina Abdul Munir, Rahayu A. Razak, Kardina Kamaruddin, and Veera Pandiyan Kaliani Sundram. "Adoption of technology on E-learning effectiveness." Bulletin of Electrical Engineering and Informatics 9, no. 3 (June 1, 2020): 1121–26. http://dx.doi.org/10.11591/eei.v9i3.1717.

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The incorporation of E-learning in both private and public tertiary education can help expedite the learning process. The utilization of fast-paced technology with E-learning also allows for a more flexible and convenient learning process. E-learning platforms can be accessed anywhere as long as there is an internet connection, including at home, the workplace, restaurants or while travelling. This allows for the benefit of distance learning. As such, the current study aims to examine the factor effectiveness of E-learning based on three variables, namely technology, instructors’ characteristics and students’ characteristics and their impact on distance learning. The education system has greatly evolved from the use of apparatus such as chalk and blackboards to the modern use of projectors to conduct lessons. In the current age, E-learning will have an effect on both instructors and teaching technology, aside from the students themselves. As an example, students are expected to know how to utilize these systems in their lessons, instructors must receive training in E-learning systems management and in terms of technology, the E-learning systems must be updated and operated using the most recent upgrades. E-learning is also cost-efficient, less time consuming and reduces the burden on both students and educators.

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Islam, Shiful, Susumu Kunifuji, Tessai Hayama, and Motoki Miura. "An Adoption Model for E-Learning and Knowledge Management Systems." International Journal of Knowledge and Systems Science 3, no. 2 (April 2012): 51–66. http://dx.doi.org/10.4018/jkss.2012040104.

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The authors built an electronic learning (EL) and knowledge management (KM) adoption model for sharing, updating, and adopting the essences of EL and KM based on the existing literature, as well as data and information from face-to-face interviews of 17 EL and KM researchers worldwide. In this paper, the authors discuss the theoretical and practical implications of the model and offer some suggestions for practical improvement of EL and KM systems. The authors used qualitative research and inductive reasoning approaches for this study. Findings show that the proposed model directly impacts EL and KM academics, as well as practitioners, through the adoption of EL and KM systems, and Knowledge Science is enriched by nurturing new concepts and facilitating more opportunities to enhance collaborative, innovative, open, and distributed knowledge sharing and knowledge-adopting culture.

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Abu-Shanab, Emad. "E-Learning System's Acceptance." International Journal of Web-Based Learning and Teaching Technologies 9, no. 4 (October 2014): 1–13. http://dx.doi.org/10.4018/ijwltt.2014100101.

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The major limitation for adopting e-learning systems is students and teachers perceptions of such applications. EduWave is a system implemented in Jordan, to be used by teachers, students and other stakeholders in public schools in the country. This study tried to contrast the perceptions of students and teachers and conclude to future agenda for improving the success chances of such systems. The research utilized results from two empirical studies, with 2 surveys applied to both teachers and students to probe their opinions regarding the obstacles facing EduWave utilization, the advantages and disadvantages of the system, the functionalities used, and the factors influencing the adoption. Results supported the original Technology Acceptance Model (TAM), with significant prediction of intentions to use EduWave through perceived usefulness and perceived ease of use for both teachers and students. Also, teachers and students results did not support the role of trust in the process. Conclusions and future work are stated at the end.

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Gallaher, James, and Tim L. Wentling. "The Adoption of e-learning Across Professional Groups." Performance Improvement Quarterly 17, no. 3 (October 22, 2008): 66–85. http://dx.doi.org/10.1111/j.1937-8327.2004.tb00314.x.

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Mehta, Ashwin, Neil P. Morris, Bronwen Swinnerton, and Matt Homer. "The Influence of Values on E-learning Adoption." Computers & Education 141 (November 2019): 103617. http://dx.doi.org/10.1016/j.compedu.2019.103617.

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Thowfeek, Mohamed Hussain, and Azizah Jaafar. "The Influence of Cultural Factors on the Adoption of E-Learning: A Reference to a Public University in Sri Lanka." Applied Mechanics and Materials 263-266 (December 2012): 3424–34. http://dx.doi.org/10.4028/www.scientific.net/amm.263-266.3424.

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The study investigated the factors influencing e-learning adoption behavior of instructors of a public university in Sri Lanka. The analysis of various models used to study the adoption behavior reveals that cultural factors were neglected. Therefore an e-learning adoption model was proposed considering cultural factors and the model was tested among instructors. The findings of this research have significant effects on the suitability of adopting an e-learning system at this university. However it is recommended that this study should be extended to include instructors belonging to multi-ethnic groups in all universities in Sri Lanka.

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Al-Khasawneh, Ahmad, and Randa Obeidallah. "Factors Contributing to E-Learning Success." International Journal of Information and Communication Technology Education 11, no. 3 (July 2015): 30–38. http://dx.doi.org/10.4018/ijicte.2015070103.

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This paper is concerned with the improvement of teaching and learning process through the adoption of Information and Communication Technology (ICT) and e-learning in Jordanian higher education institutions particularly in The Hashemite University (HU). The main challenge of the study is to provide such an understanding of how ICT and e-learning would be accepted through applying the Diffusion of Innovation (DOI) theory. Factors influencing user acceptance and adoption of ICT in Jordan on student motivations for the acceptance of technologies necessary for the delivery of e-learning activities are handled in this paper. The findings show the significant relationship between student's perception of technology characteristics and their attitude towards using the technology in the educational system.

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A. Hussein, Lubna, and Mohd Faiz Hilmi. "Cloud Computing Based E-Learning in Malaysian Universities." International Journal of Emerging Technologies in Learning (iJET) 15, no. 08 (April 24, 2020): 4. http://dx.doi.org/10.3991/ijet.v15i08.11798.

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Cloud computing is considered as a new innovation which essentially influences teaching and learning forms in educational sector. Utilizing this innovation not as it were upgrades the quality of teaching and learning, but too diminishes overhead consumption of instructive educate. In spite of the beneficial points of interest of cloud computing, in any case, its adoption is still distant from full potential, especially in university settings. However, there are not many studies on the adoption of cloud-based E-learning systems. Thus, this research is aimed to develop a theoretical research model for the adoption of cloud computing in universities of Malaysia. For this purpose, TAM model is used to represent the research framework. A survey was conducted among 265 cloud-based E-learning participants and analyzed by structural equation modeling (SEM). The findings indicate that the adoption of cloud-based E-learning is influenced by need, perceived usefulness, although inattentiveness is not significant to use intention to adopt cloud based e-learning.

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Rima Aditya, Bayu, and Mary Handoko Wijoyo. "Development IT Adoption Method for E-learning in Merged University." IJAIT (International Journal of Applied Information Technology) 1, no. 02 (August 14, 2017): 10–17. http://dx.doi.org/10.25124/ijait.v1i02.870.

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This research presents an overview to develop an IT adoption method for e-learning in a Merged University. The development of IT adoption method in the Merged University is done by adjusting the gap between three elements: IT maturity level (in this case IT for elearning), category adopter of each Merged University and IT adoption criteria of individual actors of adoption. The maturity level of IT maturity level refers to Gartner, Hype Cycle, and Priority Matrix. Classification groups refer to adopter categories according to Rogers. The adoption model uses UTAUT model. For the process, a priority calculation method utilizes Analytical Hierarchy Process (AHP). IT adoption method for e-learning in a Merged University has been tested and can be applied Telkom University, formed from four universities.

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Kusdibyo, Lusianus, Hewage Lakshi Krishani Perera, and Gundur Leo. "Technology Adoption in Education-Based Business Services." International Journal of Applied Business Research 1, no. 02 (July 29, 2019): 124–39. http://dx.doi.org/10.35313/ijabr.v1i02.75.

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The objectives of this study are two folds. Firstly is to identify the advantages and disadvantages factors of electronic learning’s adoption. Secondly is to measure the influence of innovation adoption components toward users’ attitude in using electronic learning. A mixed method of study was carried out in response to the research’s objectives. The qualitative approach was conducted by means of interviewing 25 participants of users to identify e-learning advantages and disadvantages. The quantitative approach was used to test the hypotheses. A questionnaire was distributed to 313 e-learning system users. The results show that the three advantages and disadvantages of e-learning adoption factors were formed. SEM-Smart PLS was used to test the hypothetical relationships. The results indicate that three dimensions of innovation diffusion significantly influenced the attitude toward e-learning, while two dimensions were not significant. The findings suggest that education-based business services should use the advantages factors and influential dimensions to promote their teaching-learning services delivery and eliminate weaknesses and insignificant dimensions.

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Williams van Rooij, Shahron. "Higher Education and FOSS for e-Learning." International Journal of Open Source Software and Processes 2, no. 1 (January 2010): 15–31. http://dx.doi.org/10.4018/jossp.2010010102.

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This paper examines the paradox of FOSS adoption in U.S. institutions of higher education, where campus-wide deployment of FOSS for e-learning lags far behind adoption for technical infrastructure applications. Drawing on the fields of organizational management, information systems, and education, the author argues that the gap between FOSS advocacy and the enterprise-wide deployment of FOSS for e-learning is a consequence of the divergent perspectives of two organizational sub-cultures—the technologist and the academic—and the extent to which those sub-cultures are likely to embrace FOSS. The author recommends (a) collaborative needs analysis/assessment prior to a go/no go adoption decision, and (b) broad dissemination of total cost of ownership (TCO) data by institutions deploying FOSS for e-learning enterprise-wide. This discussion satisfies e-learning administrators and practitioners seeking research-based, cross-disciplinary evidence about the FOSS decision-making process and also assists educators seeking to expand student knowledge of e-learning technology options.

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Acharjya, Biswajit, and Simanchala Das. "Adoption of E-Learning During the COVID-19 Pandemic." International Journal of Web-Based Learning and Teaching Technologies 17, no. 2 (March 2022): 1–14. http://dx.doi.org/10.4018/ijwltt.20220301.oa4.

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The outbreak of the novel coronavirus disease (COVID-19) has resulted in the complete disruption of the learning ecosystem across the world. The sudden shift from the class room learning to the use of virtual platforms has not only made an unprecedented impact on the learning style of the students, but has also resulted in the problem of adoption of the same. Thus, with the significant surge in the usage of e-learning mechanism, the researchers even tend to predict the continued usage of the digital learning platforms post pandemic due to its accelerated usage and adoption by the learners and teachers as well across the age and gender. Therefore, the present research seeks to study the factors influencing e-learning adoption by the students in the context of the pandemic. Further, it would examine the moderating influence of age and gender for the adoption of e-learning using the UTAUT model with extended constructs like computer anxiety, attitude, and technology anxiety.

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Lashayo, Deogratius Mathew. "Measuring E-Learning System Adoption in Universities in Tanzania." International Journal of ICT Research in Africa and the Middle East 9, no. 2 (July 2020): 1–18. http://dx.doi.org/10.4018/ijictrame.2020070101.

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The success of e-learning systems in Tanzania relies on various factors that influence its measurement. Examples of the key factors include trust, environmental factors, and the university readiness. However, influence of these factors towards e-learning systems is not clear. Understanding their impacts and significance helps decision makers and stakeholders in making informed decisions on how to handle them. This study modifies the information systems (IS) success model whereby it adopts 12 factors that had been suggested by this author in his previous study conducted in Open University of Tanzania (OUT) in 2017. A sample of 1,005 students from eight universities in Tanzania was collected. A structural equation modelling was used in data analysis. The results shows trust (T) has positive and significant impact on e-learning actual use (EAU) while environmental factors (EF) had positive and significant impacts on e-learning actual use and perceived benefits, and at the same time, university readiness had a positive and significant impact on perceived benefits (PB).

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Hung, Shin‐Yuan, Charlie C. Chen, and Wan‐Ju Lee. "Moving hospitals toward e‐learning adoption: an empirical investigation." Journal of Organizational Change Management 22, no. 3 (May 22, 2009): 239–56. http://dx.doi.org/10.1108/09534810910951041.

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S, Vanitha P., and Sreejith Alathur. "E-learning Adoption from Learners' Perspective: Insights from India." International Journal of Continuing Engineering Education and Life-Long Learning 30, no. 1 (2020): 1. http://dx.doi.org/10.1504/ijceell.2020.10029972.

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Purnomo, Sutrisno Hadi, and Yi-Hsuan Lee. "E-learning adoption in the banking workplace in Indonesia." Information Development 29, no. 2 (July 18, 2012): 138–53. http://dx.doi.org/10.1177/0266666912448258.

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Comacchio, Anna, and AnnaChiara Scapolan. "The adoption process of corporate e‐learning in Italy." Education + Training 46, no. 6/7 (August 2004): 315–25. http://dx.doi.org/10.1108/00400910410555222.

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Khan, Minhaj Ahmad, and Khaled Salah. "Cloud adoption for e-learning: Survey and future challenges." Education and Information Technologies 25, no. 2 (October 29, 2019): 1417–38. http://dx.doi.org/10.1007/s10639-019-10021-5.

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Kaushik, Mohit Kant, and Devika Agrawal. "Influence of technology readiness in adoption of e-learning." International Journal of Educational Management 35, no. 2 (January 14, 2021): 483–95. http://dx.doi.org/10.1108/ijem-04-2020-0216.

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PurposeThe study has identified the factors among students that can enable or inhibit students from using online learning platforms. Students enrolled at different levels, diversified streams and separate courses were surveyed for the investigation. The study also highlights the significant hitches faced in using or adopting e-learning.Design/methodology/approachResponses were collected from Indian students on a seven-point Likert-type scale using a structured questionnaire around the updated Technology Readiness Index's four dimensions. Adapted dimensions were evolved to identify the people's propensity to accept and reject the new technology.FindingsThe result of the survey highlights the students' positive attitude towards the e-learning approach. The diffusion of e-learning platforms occupies them with a feeling of optimism and innovativeness. However, discomfort in using the newly penetrated e-learning platforms was also found. Furthermore, no significant variances concerning the different demographics were detected.Research limitations/implicationsThe cross-sectional research approach was used for the investigation. However, it is evident that with the use and experience of technology, an increase in its acceptance follows. Thus, a longitudinal research approach should explore the differences between students' earlier and later involvement after experiencing the platform. A cross-country investigation is also needed to measure the technological biases among students.Practical implicationsWith advancements in technology, the chances of diffusion of e-learning in traditional classrooms have risen. However, to encourage the student's engagement towards e-learning, the platform needs to be student and teacher-friendly. This study serves the purpose of exploring the determinants that will guide educational institutes and developers of online platforms in achieving excellence in enhancement and engagement among students.Originality/valueThe investigation adds to recognize the acceptance of e-learning among students by exploring its determinants using the Technology Readiness Index 2.0. The study has also explored the differences in readiness to use e-learning on differences in enrolment level, institute type and courses.

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Vanitha, P. S., and Sreejith Alathur. "Factors influencing E-learning adoption in India: Learners' perspective." Education and Information Technologies 26, no. 5 (April 8, 2021): 5199–236. http://dx.doi.org/10.1007/s10639-021-10504-4.

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Gayan Nayanajith, D. A., and K. A. Damunupola. "Impact of Perceived Behavioral Control on E-learning Adoption." Interdisciplinary Research in Education 5, no. 1-2 (February 4, 2021): 1–14. http://dx.doi.org/10.3126/ire.v5i1-2.34728.

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E-learning adoption (AEL) is a contextual phenomenon. Therefore, this research attempted to identify the association of adoption constructs and perceived behavioral control (PBC) on AEL in Sri Lankan private international schools’ context. The sample consisted of students of three leading international school chains. Respondents were selected on multi-level cluster sampling method as per provinces/districts and major cities in which these schools are in operation. Overall, 450 questionnaires were distributed and 271 completed and returned questionnaires (60%) were considered for the final data analysis. A deductive methodology and quantitative method had been followed in the research. PBC factors were identified by conducting PCA. TAM, extended by using the PBC. The empirical evidence supported the positive relationship of adoption variable and PBC variable towards AEL by correlation analysis and hierarchical regression analysis. The presence of differences in AEL between the students engaged in aesthetic subjects and science subject categories were also supported by the contrast test of ANOVA. ANCOVA revealed that the covariate; age was not significantly related to the student’s AEL while the Hayes’s process for moderation analysis has confirmed the relationship between PBC and AEL is being moderated by student’s age.

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Hagos, Yonas, and Solomon Negash. "adoption of e-learning systems in low income countries." International Journal for Innovation Education and Research 2, no. 10 (October 31, 2014): 79–84. http://dx.doi.org/10.31686/ijier.vol2.iss10.249.

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This paper presents the Technology Acceptance Model (TAM) to examine the adoption of e-learning system in low-income countries, the case of Ethiopia. The research uses a quantitative research approach to examine Ethiopian tertiary level distance students’ determinant factors for the acceptance of e-learning systems. A questionnaire-based survey was conducted to collect data from 255 undergraduate distance learners in a higher education institute in Ethiopia. The data were analyzed using the Structural Equation Modeling (SEM) (Hair et al, 2005) technique to examine the causal model. The results indicated that perceived usefulness and perceived ease of use significantly affected distance learners’ behavioral intent to use e-learning system in low-income countries. This study is perhaps one of the first to use TAM model to examine the adoption of e-learning systems among under-graduate level distance students in Ethiopia. The paper provides initial insights in to factors that are likely to be significant antecedents of planning and implementing e-learning systems to enhance distance learners’ acceptance in low income countries.

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Lashayo, Deogratius Mathew, and Md Gapar Md Johar. "Instructor Adoption of E-learning Systems in Tanzania’s Universities: A Proposed Multi-Factors Adoption Model (MFAM11)." JOIV : International Journal on Informatics Visualization 2, no. 2 (March 3, 2018): 76. http://dx.doi.org/10.30630/joiv.2.2.117.

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Current studies show that there is no comprehensive adoption model in e-learning systems in universities. This problem opens up to too much debates about which models and frameworks fit well in an e-learning environment particularly in universities in Tanzania. This paper answers the two debatable questions, which are:(1) what are the factors that affect adoption of e-learning systems in Tanzania’s universities, (2) what is the comprehensive e-learning adoption model in universities in Tanzania. This research study adapts DeLone and McLean (2003) IS model after an extensive literature reviews conducted in information systems and in e-learning systems. The findings from this research will add up to literature of limited factors’ model and it will open it up for validation in a different universities’ application domain.

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Zhang, Lingxian, Haojie Wen, Daoliang Li, Zetian Fu, and Shuang Cui. "E-learning adoption intention and its key influence factors based on innovation adoption theory." Mathematical and Computer Modelling 51, no. 11-12 (June 2010): 1428–32. http://dx.doi.org/10.1016/j.mcm.2009.11.013.

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Okantey, Mateko, and Hillar Addo. "Effect Of Theoretical And Institutional Factors On The Adoption Of E-Learning." European Scientific Journal, ESJ 12, no. 16 (June 30, 2016): 462. http://dx.doi.org/10.19044/esj.2016.v12n16p462.

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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.

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Milliner, Brett, and Travis Cote. "Adoption and Application of CMS." International Journal of Computer-Assisted Language Learning and Teaching 6, no. 3 (July 2016): 54–67. http://dx.doi.org/10.4018/ijcallt.2016070104.

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Many tertiary institutions tout their implementation of e-learning technology as a way to lure prospective students, and promised implementation of e-learning strategies in college programs is crucial for securing valuable federal government grants. At the core of most e-learning strategies is the institution's course management system (CMS). A CMS facilitates efficient course management, increased learning outcomes, and greater student autonomy. However, getting faculty and staff to adopt the CMS has proved challenging (Black, Beck, Dawson, Jinks & DiPietro, 2007). Applying a modified technology acceptance model (TAM) (Alharbi & Drew, 2014), teachers in a university-level English language program were asked to share their opinions about the Blackboard® CMS. This study reports on faculty application of the Blackboard CMS, faculty perceptions of the Blackboard CMS according to a TAM analysis, and presents steps for augmenting the effective use of the CMS in all English courses.

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Bigirwa, June Patrick, Stephen Ndawula, and Esther Frances Naluwemba. "E-learning adoption: Does the instructional design model matter? An explanatory sequential study on midwifery schools in Uganda." E-Learning and Digital Media 17, no. 6 (July 26, 2020): 460–81. http://dx.doi.org/10.1177/2042753020946286.

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E-learning has become an integral part of mainstream society and hence revolutionizing distance education endeavours. A number of change agents and bureaucrats in Uganda have embraced this pedagogy constructing it as an alternative to the traditional brick and mortar educational systems, which have become difficult to develop and maintain. However, despite the high level of investment on e-learning programs, there is a slow adoption of this new pedagogy amongst students and faculty, and those who do start to use the system opt out later. This trend of slow adoption is likely to constrain government’s efforts of improving the skill mix, competencies and numbers of midwives in the country. This research intended to ascertain whether instructional design was an influencer of e-learning adoption and profile the salient instructional design traits relevant to e-learning adoption in midwifery schools in Uganda. Ten schools were sampled with 224 participants. Data collection was conducted in two phases, the first entailed quantitative data collection and analysis to ascertain whether instructional design played a significant role in e-learning adoption and the second embraced a qualitative data collection and analysis to ascertain the salient traits of instructional design to be relied on by midwifery schools. Simple linear regression analysis established that instructional design had a significant influence on e-learning adoption with p value of (p = 0.016), and it accounted for 38.7% of the variance in e-learning adoption, with a moderate positive relationship and its key salient traits includes: choosing an appropriate instructional design model to guide the entire e-learning process, interactivity of e-learning materials, collaborative working in developing and updating e-learning materials, eliciting feedback on instructional materials, and engaging in more than one e-learning activity. Midwifery schools therefore have to focus on these six traits if they are to improve e-learning adoption.

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Kanwal, F., M. Rehman, K. Bashir, and U. Qureshi. "Critical Factors of E-Learning Adoption and Acceptance in Pakistan: A Literature Review." Engineering, Technology & Applied Science Research 7, no. 4 (August 9, 2017): 1888–93. http://dx.doi.org/10.48084/etasr.1257.

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This review paper examines the prior studies on critical factors of e-learning adoption in Pakistan. The search terms identified 40 papers reporting 25 conceptual and qualitative and 15 quantitative evidence about the e-learning adoption and critical factors that may influence the adoption of e-learning in Pakistan. The findings revealed that modern paradigm shift requires the in-depth analysis of government policies, institutional and management role, students and faculty attitude, social norms, cultural values as well as technological advancement. These factors may directly or indirectly affect the intention of students towards e-learning adoption. The lack of quantitative evidences illustrate that policy makers, practitioners and researchers need to pay attention for further research of identifying and analyzing the critical factors which enhances the e-learning adoption in Pakistan.

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Ramzani, Sara, and Mohammed Sani Suleiman. "Literature Review of Factors Affecting E-Learning Adoption in Universities." IARJSET 6, no. 5 (May 30, 2019): 108–14. http://dx.doi.org/10.17148/iarjset.2019.6515.

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Boateng, Richard, Alfred Sekyere Mbrokoh, Lovia Boateng, Prince Kwame Senyo, and Eric Ansong. "Determinants of e-learning adoption among students of developing countries." International Journal of Information and Learning Technology 33, no. 4 (August 1, 2016): 248–62. http://dx.doi.org/10.1108/ijilt-02-2016-0008.

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Purpose – The purpose of this paper is to investigate the determinants of e-learning adoption (ELA) among students in the University of Ghana. Design/methodology/approach – A quantitative research approach comprising of a survey of 337 students was adopted. Data were collected using questionnaires designed in conjunction with 13 factors (computer self-efficacy (CSE), perceived ease of use (PEOU), perceived usefulness (PU) and attitude towards use (ATTU)) in the conceptual model of the study. Data analysis was conducted using structural equation modelling. Findings – The result revealed that PU and ATTU had a direct effect on ELA whilst, PU and PEOU also had a direct relationship on ATTU. Other variables such as CSE and PEOU had an indirect relationship on ELA though they were found to have an insignificant direct relationship on ELA. Practical implications – The level of significance of each construct identified in the study provide practical guidance to school administrators and instructors as to which factors to pay close attention to when implementing e-learning projects within their respective institutions. Originality/value – This study provides insight into ELA from the students’ perspective, through an extension of the TAM model in a developing country context given the existence of cultural differences and societal idiosyncrasies which exist in different contexts, particularly in Africa.

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Jaiyeoba, Olumide Olasimbo, and Jane Iloanya. "E-learning in tertiary institutions in Botswana: apathy to adoption." International Journal of Information and Learning Technology 36, no. 2 (March 22, 2019): 157–68. http://dx.doi.org/10.1108/ijilt-05-2018-0058.

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Purpose The purpose of this paper is to investigate the nomological web between technology acceptance model metrics such as perceived ease of use, perceived usefulness, perceived web privacy of e-learning resources on attitude and behavioural intention of virtual platform for learning by university students. Design/methodology/approach The study employed a quantitative method by using self-administered survey instruments among university students who have at least one year of e-learning experience. Psychometric nomenclature of survey instruments was conducted and the reliability and validity metrics of perceived ease of use, perceived usefulness, extent of e-learning use, perceived web-based privacy, attitude and behavioural intentions meet the threshold as established in extant literature. Correlation and regression analysis were conducted to explicate hypothesised relationship. Findings The study found out that e-learning use, perceived usefulness and attitude are associated with learners behavioural intentions, while perceived ease of use and perceived web-based privacy are not significantly associated with behavioural intentions of e-learners in Botswana. The findings further showed in the regression analysis that the extent of e-learning use, perceived usefulness, perceived ease of use and attitude are significantly related to behavioural intentions, while the perceived web-based privacy is not significantly related to behavioural intentions. Practical implications The e-learning processes thus help outline the effective marketing strategies and promotions or nichemanship among university students which help uncover the influence of innovation metrics on e-learning among the youth target audience in Botswana as the country seeks to achieve a paradigm shift from mineral-led economy to knowledge-based society. Originality/value Despite the popularity of e-learning approach as explicated in extant literature, the extent to which such platform is accepted with respect to security and reliability most especially in an emerging economy like Botswana is ambiguous. This study thus seeks to establish the extent to which e-learning in Botho University and Botswana Open University creates a platform for intention to use as regards technological acceptance parsimonious model in Botswana.

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Vanitha, P. S., and Sreejith Alathur. "E-learning adoption based on gender differences: insight from India." International Journal of Innovation and Learning 28, no. 4 (2020): 510. http://dx.doi.org/10.1504/ijil.2020.10032244.

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Vanitha, P. S., and Sreejith Alathur. "E-learning adoption based on gender differences: insight from India." International Journal of Innovation and Learning 28, no. 4 (2020): 510. http://dx.doi.org/10.1504/ijil.2020.110683.

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Ejdys, Joanna. "Factors Affecting the Adoption of e-Learning at University Level." WSEAS TRANSACTIONS ON BUSINESS AND ECONOMICS 18 (January 14, 2021): 313–23. http://dx.doi.org/10.37394/23207.2021.18.32.

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The dynamic development of e-learning technologies caused by the global epidemiological situation during the last year has prompted the rapid adaptation of the education sector to new challenges. At the same time, many barriers and challenges have emerged, especially at the initial period of e-learning implementation. The identification of factors determining the adoption of e-learning should be the source of information needed to improve the methods and tools used by educational institutions. In the era of strong competition, higher education institutions need to improve their business models or build new ones e.g. based on remote learning. The article aims to identify the essential success factors and their interlinks that explain the initial stages of adoption of an e-learning system by university students in Poland. The author built three regression models which explain relationships between six input variables, i.e., the perceived usefulness (PU), the perceived ease of use (PEU), facilitating conditions (FC), computer self-efficacy (CSE), the preparedness level (PL), and previous experience (PE); and three output variables, i.e., satisfaction and personal development (SPD), attitude toward e-learning (AT), and intention to use (IU). The variable “satisfaction and personal development” (SPD) was newly added to the model. Data was collected with the help of a survey, which was conducted using the CAWI (computer-assisted web interview) technique. In total, 982 completed questionnaires were received. Results achieved using a regression analysis confirmed that the perceived usefulness played a crucial role in building the attitude of students toward e-learning and achieving satisfaction and personal development of the users. Only in the case of two analyzed variables, the obtained results confirmed statistically significant differentiation within the two gender groups. Results confirmed that men had declared a high level of computer self-efficacy. The variable “facilitating conditions” received higher marks from women. The research carried out and the results obtained may form the basis for building strategies for the development of universities and building business models in which e-learning plays an important role.

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Ceesay, Lamin B. "Learning Beyond the Brick and Mortar: Prospects, Challenges, and Bibliometric Review of E-learning Innovation." Jindal Journal of Business Research 10, no. 1 (April 20, 2021): 33–48. http://dx.doi.org/10.1177/22786821211000190.

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The increasing proliferation of IT services in all sectors has reinforced the adoption and diffusion across all levels of education and training institutions. However, lack of awareness, knowledge about the key challenges, and opportunities of e-learning seem to allude policymakers, resulting in low adoption or increased failure rate of many e-learning projects. Our study tries to address this problem through a review of relevant literature in e-learning. Our goal was to draw from the existing literature, insights into the opportunities and challenges of e-learning diffusion, and the current state-of-research in the field. To do this, we employed a systematic review of literature on some of the salient opportunities and challenges of e-learning innovation for educational institutions. These results aimed to inform policymakers and suggest some interesting issues to advance the research and adoption and diffusion of e-learning. Moreover, the bibliometric analysis shows that the field is experiencing high research attraction among scholars. However, several research areas in the field witnessed relatively low research paucity. Based on these findings, we discussed topics for possible future research.

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Manning, Karen, Lily Wong, and Arthur Tatnall. "Aspects of e-Learning in a University." International Journal of Actor-Network Theory and Technological Innovation 2, no. 4 (October 2010): 43–52. http://dx.doi.org/10.4018/jantti.2010100105.

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Most universities make use of e-learning facilities to manage and deliver on-line learning. Many universities have adopted an approach to teaching and the delivery of course content that combines traditional face-to-face delivery with online teaching resources: a blended learning approach. Many factors act to determine how online learning is adopted, accepted, and the balance between online and face-to-face delivery is formed. In this paper, the authors suggest that educational technology adoption decisions are made at three levels: strategic decisions are made by the university to implement a particular package, and then individual academics made adoption decisions regarding those aspects of the package they will use in their teaching and how they will use them. They also make a decision on the balance they will have between on-line and face-to-face teaching. This article questions how decisions are made to adopt one e-learning package rather than another. The authors then examine how individual academics relate to this technology once it is adopted and make use of it to deliver some or all of their teaching and determine the appropriate blend.

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Alharbi, Hadeel, and Kamaljeet Sandhu. "Robust Data Findings of E-Learning Analytics Recommender Systems and Their Impact on System Adoption for Student Experiences." International Journal of Organizational and Collective Intelligence 8, no. 3 (July 2018): 1–12. http://dx.doi.org/10.4018/ijoci.2018070101.

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E-learning recommender systems have an import role in Saudi Arabia to facilitate the education empowerment of women. The understanding of the key factors that affect adoption is critical to achieving educational equality in outcomes in countries with gender-based cultural practices. Therefore, this study examined Saudi Arabian students' experiences of using an e-learning analytics recommender system during their study and the extent to which their experiences were predictors of their adoption and post-adoption of the system. A sample of 353 students from various universities in Saudi Arabia completed a survey questionnaire for data collection. Results showed that user experience is a significant predictor of student adoption and post-adoption of an e-learning recommender system. This study determined that adoption is significantly linked to the ability to effectively navigate and utilise the e-learning systems. Therefore, based on these findings, this study concluded that universities must support students to develop their awareness of, and skills in using an e-learning recommender system to support students' long-term acceptance and use of the system.

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Sarabadani, Jalal, Hamed Jafarzadeh, and Mahdi ShamiZanjani. "Towards Understanding the Determinants of Employees' E -Learning Adoption in Workplace." International Journal of Enterprise Information Systems 13, no. 1 (January 2017): 38–49. http://dx.doi.org/10.4018/ijeis.2017010103.

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E-learning has been widely used as a prominent solution to provide on demand learning opportunities to reduce training time and cost. While e-learning acceptance has received a significant attention in academic/student domain, little research has been conducted in organizational setting. This paper aims to contribute to understanding the underlying factors which influence employees' intention towards using e-learning systems, through developing and proposing a conceptual research model based on one of the most comprehensive behavioral theory, the Unified Theory of Acceptance and Use of Technology (UTAUT). The proposed conceptual model first examines the native UTAUT constructs and then, by borrowing insight from other theories in the literature, expands the UTAUT theory to account for more context-specific e-learning factors in a workplace setting, namely, perceived organizational support, e-learning self-efficacy, perceived e-learning content quality and e-learning satisfaction. The paper also identifies directions for an empirical examination of the proposed research model in future.

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Suarta, I. Made, and I. Ketut Suwintana. "THE INFLUENCE OF E-LEARNING CHARACTERISTICS AND BASIC ICT COMPETENCIES TO ACTUAL USAGE OF E-LEARNING: A PATH DIAGRAM MODEL." Jurnal Sistem Informasi 11, no. 2 (October 29, 2015): 59. http://dx.doi.org/10.21609/jsi.v11i2.433.

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In this paper, the Technology Acceptance Model (TAM) is extent with two external stimulus namely e-learning characteristics and basic ICT (Information and Communication Technology) competencies. The purpose of this study are (1) finding relationship between e-learning characteristics and lecturers’ basic ICT competencies with the perceived ease of use and perceived usefulness of e-learning; and (2) determining the effect of e-learning characteristics and lecturer basic ICT competencies to the actual usage of e-learning. Research subjects are Bali State Polytechnic lecturers who have attended the elearning training. In this study, to collect the data sample, a non-random sampling technique is adopted. The data is collected by self-administered questionnaires and is analyzed using structural equation modeling. Basic ICT competencies of the Bali State Polytechnic lecturers are good, but the level of actual usage of e-learning is very low. Basic ICT competence shows no significant effect on the perceived ease of use and perceived usefulness of e-learning. The actual usage of e-learning also has low implications. E-learning characteristics show a significant effect on perceived ease of use and perceived usefulness of e-learning, which implies the change attitude and behavior in the use of elearning. Characteristics of e-learning become a determinant factor in the adoption and use of elearning. The findings will help lecturer a better understanding to the mechanism of e-learning adoption. The study recommends for polytechnic institutions to make a systematic effort to provide lecturers with training on how to use e-learning system effectively. A further research to identify other factors that may influence lecturers' attitudes toward the adoption of e-learning system is demanded following this research.

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Ansong, Eric, Richard Boateng, Sheena L. Boateng, and Augustus B. Anderson. "The nature of E-learning adoption by stakeholders of a university in Africa." E-Learning and Digital Media 14, no. 4 (July 2017): 226–43. http://dx.doi.org/10.1177/2042753017731235.

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Studies looking at the nature of technology adoption from a multi-dimensional perspective have remained below expectation especially in African countries. This study, therefore, sought to explore the nature of e-learning adoption in the University of Ghana using a multi-stakeholder approach. A quantitative survey approach was adopted for this study. The three major categories of stakeholders (students, instructors and e-learning administrators) responded to a questionnaire on the nature of their engagement with the Sakai Learning Management System of the University of Ghana. The data were analysed using the descriptive statistics. The analysis revealed that e-learning was yet to receive a university-wide adoption and again it was discovered that, the prevalent activity on the e-learning platform was “viewing marks and grades.” And some of the activities were less popular with the users of the e-learning system. For instance, “Detecting and fishing out cheating and plagiarism in students’ or researchers’ work” was the least popular activity on the e-learning platform. The originality of the study lies in the multi-faceted (student, lecturers/instructors and e-learning administrators) approach to the study of e-learning adoption in an African country. The study concludes with a discussion of implications and future research directions.

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Akpan, Abasiama G., and Chris Eriye Tralagba. "Hindrance to the Integration of e-learning Adoption in Nigerian Universities." GIS Business 14, no. 5 (September 27, 2019): 21–28. http://dx.doi.org/10.26643/gis.v14i5.8466.

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Electronic learning or online learning is a part of recent education which is dramatically used in universities all over the world. As well as the use and integration of e-learning is at the crucial stage in all developing countries. It is the most significant part of education that enhances and improves the educational system. This paper is to examine the hindrances that influence e-learning in Nigerian university system. In order to have an inclusive research, a case study research was performed in Evangel University, Akaeze, southeast of Nigeria. The paper demonstrates similar hindrances on country side. This research is a blend of questionnaires and interviews, the questionnaires was distributed to lecturers and an interview was conducted with management and information technology unit. Research had shown the use of e-learning in university education which has influenced effectively and efficiently the education system and that the University education in Nigeria is at the crucial stage of e-learning. Hence, some of the hindrances are avoiding unbeaten integration of e-learning. The aim of this research is to unravel the barriers that impede the integration of e-learning in universities in Nigeria. Nevertheless, e-learning has modified the teaching and learning approach but integration is faced with many challenges in Nigerian University.

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Hammouri, Qais, and Emad Abu-Shanab. "Exploring Factors Affecting Users' Satisfaction Toward E-Learning Systems." International Journal of Information and Communication Technology Education 14, no. 1 (January 2018): 44–57. http://dx.doi.org/10.4018/ijicte.2018010104.

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E-learning is emerging as the new phenomenon of modern education. Universities are adopting e-learning as a strategy for the improving the teaching/learning process. The primary question addressed in this paper is related to the factors influencing the adoption of e-learning. An integrated model was used to explore the factors influencing students' satisfaction with e-learning in Jordan. The model adopted five variables from the technology acceptance model, Delone and McLean model and the social cognitive theory to predict students' satisfaction with e-learning. A sample of 386 students was utilized and an instrument with 30 items was used. Results indicated that perceived ease of use, perceived usefulness, system quality, information quality, and computer self-efficacy are major factors influencing students' satisfaction. The coefficient of determination estimated to be 0.498, and yielded a full support of all proposed hypotheses. Conclusions and future work are reported at the end of this study.

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Toledo, Galileo A. "Teachers’ Perceptions on E-media Adaptation in Basic Electronics Technology." Randwick International of Education and Linguistics Science Journal 2, no. 1 (March 30, 2021): 37–43. http://dx.doi.org/10.47175/rielsj.v2i1.197.

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This paper presents the extent of adopting E-media in the Electronics Technology curriculum as an alternative instructional tool in developing the students’ competencies in measuring instruments, symbols, and circuit diagrams. The study found out that the five competencies under Safety were all given a descriptive rating of Very Satisfactory. This implies that the instructors observed the highest degree of safety protocols in their respective shops in the activity's conduct. The adoption of E-media in electronics, technology classes serve to improve students' learning capability to master the subject matter. Using the E-media facilities as an instructional tool, it facilitated the learning process. E-media's adoption as an additional instructional tool supplemented the identified competencies in the safety shop subject. It allows students to learn the basic principles of electronics technology, whereby interaction is encouraged and theories are put into practice in actual hands-on activities. The study suggested that the adoption of E-media in Electrical technology classes is continually done and practiced. Regular monitoring and updating of materials are also necessary for ensuring that the use of E-media is properly implemented.

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Min-Jung Kim and 전홍식. "Factors Affecting College Students’ Attitude and Intention toward e-learning Adoption." E-Business Studies 15, no. 3 (June 2014): 379–404. http://dx.doi.org/10.15719/geba.15.3.201406.379.

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Renda dos Santos, Luiz Miguel, and Shintaro Okazaki. "Planned e-learning adoption and occupational socialisation in Brazilian higher education." Studies in Higher Education 41, no. 11 (February 17, 2015): 1974–94. http://dx.doi.org/10.1080/03075079.2015.1007940.

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Uğur, Naciye Güliz, and Aykut Hamit Turan. "E-learning adoption of academicians: a proposal for an extended model." Behaviour & Information Technology 37, no. 4 (February 15, 2018): 393–405. http://dx.doi.org/10.1080/0144929x.2018.1437219.

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Mutisya, Dorothy N., and George L. Makokha. "Challenges affecting adoption of e-learning in public universities in Kenya." E-Learning and Digital Media 13, no. 3-4 (May 2016): 140–57. http://dx.doi.org/10.1177/2042753016672902.

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Selim, Hassan M., and Ananth Chiravuri. "Identification of factors affecting university instructors' adoption of hybrid e-learning." International Journal of Innovation and Learning 17, no. 4 (2015): 486. http://dx.doi.org/10.1504/ijil.2015.069633.

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Journal articles on the topic 'E-learning adoption'

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