Exploiting the Adoption and Implementation of Electronic Learning in a Technical University in Ghana

2019 ◽  
Vol 9 (4) ◽  
pp. 44-67
Author(s):  
Nana Yaw Asabere ◽  
Amevi Acakpovi ◽  
Wisdom Torgby ◽  
Jessica Yaa Aba Sackey ◽  
Sylvia Kwaikyi
Keyword(s):  
Technology Acceptance ◽  
Learning System ◽  
Attractive Alternative ◽  
Successful Implementation ◽  
Ict In Education ◽  
Electronic Learning ◽  
Adoption And Implementation ◽  
E Learning ◽  
Technical University ◽  
Acceptance Model

Although in Accra Technical University (ATU), Ghana, there exists a traditional Face-to-Face (F2F) mode of education already in place, the implementation of electronic learning (e-learning) through ICT in education will increase the number of students admitted yearly. Lack of academic facilities makes e-learning an attractive alternative. Consequently, this article employed a questionnaire as a research instrument with reference to the Technology Acceptance Model (TAM-2) as a theoretical framework. In all, questionnaires were administered to 190 students and 14 lecturers in the Faculty of Applied Sciences in Accra Technical University (ATU). Based on the responses received, various types of e-learning systems were exploited and a SWOT (Strength Weaknesses Opportunities and Threats) analysis was conducted to validate the sustainability of proposing and developing a suitable e-learning system for ATU. It is envisaged that successful implementation of the e-learning system proposed in this article will practically increase the use of ICT in education by both lecturers and students in ATU.

Improving Education Delivery in a Technical University in Ghana Through Mobile Learning Technology

2020 ◽  
Vol 9 (2) ◽  
pp. 35-59
Author(s):  
Nana Yaw Asabere ◽  
Joseph Agyiri ◽  
Amevi Acakpovi ◽  
Abraham Nachanja ◽  
Priscilla Awuku
Keyword(s):  
Technology Acceptance ◽  
Mobile Learning ◽  
Learning System ◽  
Successful Implementation ◽  
Learning Technology ◽  
Ict In Education ◽  
Technical University ◽  
Education Delivery ◽  
Questionnaire Research ◽  
Acceptance Model

Although in Accra Technical University (ATU), Ghana there exists a traditional face-to-face (F2F) mode of education already in place, the implementation of mobile learning (m-learning) through ICT in education will solve problems such as small classroom size, inappropriate time schedule for lectures, and provision technological resources needed to run successful classroom education. In order to validate successful implementation of m-learning in ATU, this paper employed a questionnaire research instrument with reference to the technology acceptance model (TAM-2) as a theoretical framework. Closed-ended questionnaires were administered to a sample size of 160 students and 15 lecturers in the Faculty of Applied Sciences (FAS) in ATU. Based on the responses received, the authors established positive technological acceptance of respondents, which paved the way to propose and develop a suitable m-learning system for ATU. It is envisaged that successful implementation of the m-learning system proposed in this paper will practically increase the use of ICT in education by both lecturers and students in ATU.

Validating the TAM model in Haryana state of India: During COVID-19

2021 ◽  
Vol 6 (1) ◽  
Author(s):  
komal Goyal ◽  
Ashutosh Nigam ◽  
Neha Goyal ◽  
Manisha Goyal
Keyword(s):  
Technology Acceptance ◽  
Technology Acceptance Model ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Learning System ◽  
Perceived Ease Of Use ◽  
Tam Model ◽  
E Learning ◽  
Continuous Usage Intention ◽  
Acceptance Model

Purpose -Response to the sudden pandemic, COVID-19 drastic shift of work practices requires the implementation of an e-learning system, but their adoption requires a thorough understanding of the user acceptance process. Our key effort is to incorporate a framework, “internet experience” to determine the existing Technology Acceptance Model (TAM) applicability in describing students’ s e-learning decisions in Haryana state. Design/methodology- The researcher has administered a questionnaire based on TAM’s constructs and collected data from UG and PG students of Haryana state of India. Findings – The results revealed that perceived usefulness (PU) has a significant positive relationship with continuous usage intention (CUI) whilst, perceived ease of use (PEOU), computer self-efficacy (CSE) and internet experience (IE) have not. Attitude towards E-learning system (ATELS) has found no relevance in this model. Originality/value Majority research has been done using the TAM model in a developed nation. Empirical study has not been done in Haryana state so far.

scholarly journals An investigation into e-learning acceptance and gender amongst final year students

2015 ◽  
Vol 17 (1) ◽  
Author(s):  
Willie Chinyamurindi ◽  
Herring Shava
Keyword(s):  
Technology Acceptance ◽  
South African ◽  
Ease Of Use ◽  
Learning Systems ◽  
Perceived Usefulness ◽  
Learning System ◽  
Perceived Ease Of Use ◽  
Electronic Learning ◽  
Gender Divide ◽  
E Learning

Background: The use of electronic learning (e-learning) systems is gaining popularity especially within a Higher Education (HE) context. However, scholars have identified some factors that affect the utilisation and the acceptance of such systems, one of which is the gender divide, which favours mostly males ahead of females.Objectives: The objective of this study was to investigate the acceptance of the e-learning system within a South African HE setting, including the influential role of gender in the acceptance of such a system. Method: Quantitative data was collected through a cross-sectional survey using 113 registered final year students at a South African university who were making use of an e-learning system as part of their teaching delivery. The measuring instrument used was the technology acceptance instrument (TAI) and included measures of computer self-efficacy (CSE), perceived ease of use (PEU), perceived usefulness (PU), and behavioural intention to use (BIU). Results: The presence of a gender divide was found to exist in this study. Women’s ratings of the acceptance of e-learning systems were found to be slightly higher than those of the male respondents. In addition to this, elements of the TAI were found to be related to one another. Conclusion: The study concludes by arguing that lecturers and facilitators need to pay attention to usage patterns of e-learning systems as they affect how such systems are adopted by their students. Therefore, preceding student acceptance of electronic learning systems should be efforts to address any issues that affect the acceptance and effective utilisation of such systems.

scholarly journals Analysis of Learning Governance Using E-Learning with Technology Acceptance Model (TAM) In the Covid-19 Pandemic ERA

2021 ◽  
pp. 80-88
Author(s):  
Nurohman1 ◽  
Nurhayati ◽  
Wiji Lestari
Keyword(s):  
Data Processing ◽  
Technology Acceptance ◽  
Technology Acceptance Model ◽  
Organizational Support ◽  
User Satisfaction ◽  
Learning System ◽  
Research Approach ◽  
E Learning ◽  
Acceptance Model ◽  
Strongly Agree

The learning with e-learning is not only due to aspects of the development of information technology but also due to the Covid-19 pandemic. The Covid-19 pandemic has forced all levels of society to adhere to the New Normal way of life. Elearning is a solution for learning in this pandemic era. This study will examine the analysis of learning management with Eleaning at Duta Bangsa University Surakarta with the Technology Acceptance Model (TAM) approach during the Covid-19 pandemic. This study uses a descriptive research approach with research respondents consisting of 25 lecturers and 48 students. Research data collection was carried out using an online questionnaire. The questionnaire consists of 16 questions which are the elaboration of 8 items of user satisfaction parameters in the use of the Elearning System. The eight items are Content, Format, Accuracy, Timeliness, Ease of Use, User Attitudes Towards Systems, Organizational Support and Perceived Attitude of Top Management. The results of testing and data processing, both data from lecturers and students, are normally distributed, with the Kolmogorov-Smirnov test. The results of testing the data related to the 16 questionnaire questions also show that the data is valid and reliable. User satisfaction with the implementation of learning through the Elearning System during the Covid-19 pandemic is quite high, above 75% strongly agree, even from 8 items, 7 items on average are above 80% strongly agree. From the results of data processing per item, an average of 4.15 was obtained for lecturer respondents, which means that acceptance strongly agrees with the E-learning system around 83.0%. For student respondents the average is 4.11, which means that the acceptance of the E-learning system is 82.2%. Content occupies the highest satisfaction score of 89.2% for lecturers and 86.2% for students. While the lowest level of satisfaction is organizational support, the satisfaction rate for lecturers is 76.4% and students are 77.8%.

scholarly journals Students’ Intention to Participate in E-learning

2020 ◽  
Author(s):  
Khairul . ◽  
Eugene Okyere-Kwakye ◽  
Desi Ilona ◽  
Zaitul .
Keyword(s):  
Technology Acceptance ◽  
Technology Acceptance Model ◽  
Discriminant Validity ◽  
Learning System ◽  
Convergent And Discriminant Validity ◽  
Intention To Participate ◽  
E Learning ◽  
Research Objects ◽  
Acceptance Model ◽  
The Relationship

This study seeks to investigate the effect of controllability and responsiveness on the perceived ease of e-learning use. This study also aims to determine the relationship between the perceived ease of e-learning use and the student’s intention to participate in e- learning. This study extends the technology acceptance model by considering the external factors; controllability and responsiveness of e-learning system. Thirty-one students from Bung Hatta University were selected as research objects for this study, and three hypotheses were developed. SEM-PLS was applied to analyze the data and smart-pls 3.2.7 software was used to reject the null hypotheses. Having had a satisfied convergent and discriminant validity, this study demonstrates that the controllability and responsiveness of an e-learning system does not have a significant effect on the perceived ease of e-learning use. However, the relationship between the perceived ease of e-learning use and the students’ intention to participate in e-learning is significantly positive. The practical and theoretical implications are discussed in this paper.

New Discoveries for User Acceptance of E-Learning Analytics Recommender Systems in Saudi Arabia

2019 ◽  
Vol 10 (1) ◽  
pp. 31-42 ◽  
Author(s):  
Hadeel Alharbi ◽  
Kamaljeet Sandhu
Keyword(s):  
Technology Acceptance ◽  
Learning Outcomes ◽  
Recommender Systems ◽  
Technology Acceptance Model ◽  
Learning Analytics ◽  
Saudi Arabian ◽  
Ministry Of Education ◽  
Electronic Learning ◽  
E Learning ◽  
Acceptance Model

This article adopts e-learning analytics principles to provide a new model to explain the acceptance behaviour of recommender systems adoption with e-learning in the Saudi Arabian context and reflects the increasing focus of the Saudi Arabian Ministry of Education on delivering online educational services. This focus has come at the necessity to improve overall access to the education system, and higher education and has been driven with evidence of improving learning outcomes with electronic learning (e-learning) information and instructional technology with the use of e-learning analytics recommender systems. This review utilises the technology acceptance model as a theoretical framework to generate a set of interlocked hypotheses that go to explaining student behaviours towards technological acceptance and continued usage intention of recommender systems.

scholarly journals FRAMEWORK AND VERIFICATION OF A BLENDED E-LEARNING SYSTEM BEHAVIORAL INTENTION MODEL AMONG CLINICAL NURSES

2015 ◽  
Vol 14 (6) ◽  
pp. 733-743
Author(s):  
Tsui-Fen Chang ◽  
Cheng-Min Chao ◽  
Bor-Wen Cheng
Keyword(s):  
Technology Acceptance ◽  
Behavioral Intention ◽  
Perceived Risk ◽  
Structural Equation ◽  
Ease Of Use ◽  
Learning System ◽  
Perceived Ease Of Use ◽  
E Learning ◽  
Acceptance Model ◽  
Behavioral Intention To Use

As the various applications of Internet and information communication technology (ICT) grow rapidly, the education and hospital institutions provide more distance learning programs, which also makes the research on e-learning more important. However, disadvantages in e-learning have been identified. Blended e-learning systems (BELSs) are considered effective alternative learning approaches. This research proposes a conceptual model to explain the factors affecting nurses’ behavioral intention to use a blended e-learning system (BELS). This research integrated perceived risk and the technology acceptance model to hypothesize a theoretical model for explaining and predicting learners’ behavioral intention to use a BELS. Self-report questionnaires were distributed to local community hospitals, regional hospitals, and medical centers in Central Taiwan. To confirm this research hypothesis, data were collected 682 nurses, with a response rate of 97.4%. Using structural equation modeling (SEM), the results show that perceived risk, perceived ease of use, and attitude influenced BELS behavioral intention. Perceived ease of use, and perceived usefulness substantially influenced use attitude. In addition, the path coefficient of perceived risk on attitude was non-significant. On the basis of the results, hospital institutions can devise better strategies for developing their blended e-learning system. Key words: nurses education, blended learning, technology acceptance model, nurse perceptions, structural equation model.

scholarly journals IMPACT OF COVID-19 PANDEMIC ON ACCEPTANCE OF E-LEARNING SYSTEM IN JORDAN: A CASE OF TRANSFORMING THE TRADITIONAL EDUCATION SYSTEMS

2020 ◽  
Vol 8 (4) ◽  
pp. 840-851
Author(s):  
Manaf Al-Okaily ◽  
Hamza M Alqudah ◽  
Ali Matar ◽  
Abdalwali Lutfi ◽  
Abdallah Taamneh
Keyword(s):  
Technology Acceptance ◽  
Structural Equation ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Learning System ◽  
Mediation Effect ◽  
Intention To Use ◽  
Perceived Ease Of Use ◽  
E Learning ◽  
Acceptance Model

Purpose of the study: This paper aimed at investigating factors influencing students’ intention to use e-learning within the context of Jordan. The proposed model integrated subjective norms with the extended Technology Acceptance Model (TAM). Methodology: The data collected 587 students from Jadara University. Data were analyzed using Partial Least Squares - Structural Equation Modelling (PLS-SEM). Main Findings: The result has confirmed the direct effect of all variables. Next, the result has also shown that the mediation effect of perceived usefulness and perceived ease of use between subjective norm and the behavioral intention to use the E-learning system was partially supported. Applications of this study: The results of the current work may contribute to the improvement of the existing literature in the e-learning acceptance fields, and can be applied as an essential input for the development of the recent e-learning training programs. Novelty/Originality of this study: The present work is intended to conclude a series of concrete research data as well as to contribute a new angle to the existing literature on students’ perception of the e-learning system.  

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