Adoption and use of eLearning platforms by universities in developing countries: Evidence from Zimbabwe
AbstractThis article examined the adoption and use of eLearning platforms by universities in Zimbabwe using the Delphi technique. Using the Delphi method, professionals in the area were asked for their in-depth opinions on how Zimbabwean institutions could embrace and utilise eLearning systems. ODeL...
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| Format: | Article |
| Language: | English |
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Taylor & Francis Group
2023-12-01
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| Series: | Cogent Education |
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| Online Access: | https://www.tandfonline.com/doi/10.1080/2331186X.2023.2287905 |
| _version_ | 1797390237330046976 |
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| author | Alexander Maune |
| author_facet | Alexander Maune |
| author_sort | Alexander Maune |
| collection | DOAJ |
| description | AbstractThis article examined the adoption and use of eLearning platforms by universities in Zimbabwe using the Delphi technique. Using the Delphi method, professionals in the area were asked for their in-depth opinions on how Zimbabwean institutions could embrace and utilise eLearning systems. ODeL specialists, academic consultants, university professors, and doctors made up a panel of 10 experts. When it came to the adoption and usage of eLearning platforms by institutions in Zimbabwe, four rounds of questionnaires were sent out one after the other to gain expert feedback. These questionnaires were derived from the Unified Theory of Acceptance and Use of Technology and the Theory of Planned Behavior. Latent variables and measurement items in these theories served as the basis for the questions. The main findings of this study were that although eLearning is highly valued and well-known in Zimbabwe, nothing much has been done to embrace and use eLearning systems by the nation’s universities. Major obstacles holding back Zimbabwean universities’ adoption and use of eLearning platforms include slow or nonexistent internet connection, high data costs, a lack of hardware and software options, and bad connectivity. Additionally, it has become abundantly evident that teachers and learners adopting and using eLearning systems is a planned behavior. This study intends to resolve various ambiguities and gaps in Zimbabwean universities’ adoption and use of eLearning while also informing policy design and implementation. |
| first_indexed | 2024-03-08T23:07:41Z |
| format | Article |
| id | doaj.art-ba2d8aa4e6c249f3a014a126bd8091fd |
| institution | Directory Open Access Journal |
| issn | 2331-186X |
| language | English |
| last_indexed | 2024-03-08T23:07:41Z |
| publishDate | 2023-12-01 |
| publisher | Taylor & Francis Group |
| record_format | Article |
| series | Cogent Education |
| spelling | doaj.art-ba2d8aa4e6c249f3a014a126bd8091fd2023-12-15T10:31:09ZengTaylor & Francis GroupCogent Education2331-186X2023-12-0110210.1080/2331186X.2023.2287905Adoption and use of eLearning platforms by universities in developing countries: Evidence from ZimbabweAlexander Maune0Department of Business Management, CEMS, UNISA, Pretoria, South AfricaAbstractThis article examined the adoption and use of eLearning platforms by universities in Zimbabwe using the Delphi technique. Using the Delphi method, professionals in the area were asked for their in-depth opinions on how Zimbabwean institutions could embrace and utilise eLearning systems. ODeL specialists, academic consultants, university professors, and doctors made up a panel of 10 experts. When it came to the adoption and usage of eLearning platforms by institutions in Zimbabwe, four rounds of questionnaires were sent out one after the other to gain expert feedback. These questionnaires were derived from the Unified Theory of Acceptance and Use of Technology and the Theory of Planned Behavior. Latent variables and measurement items in these theories served as the basis for the questions. The main findings of this study were that although eLearning is highly valued and well-known in Zimbabwe, nothing much has been done to embrace and use eLearning systems by the nation’s universities. Major obstacles holding back Zimbabwean universities’ adoption and use of eLearning platforms include slow or nonexistent internet connection, high data costs, a lack of hardware and software options, and bad connectivity. Additionally, it has become abundantly evident that teachers and learners adopting and using eLearning systems is a planned behavior. This study intends to resolve various ambiguities and gaps in Zimbabwean universities’ adoption and use of eLearning while also informing policy design and implementation.https://www.tandfonline.com/doi/10.1080/2331186X.2023.2287905eLearningonline learningODeLDelphiUTAUTUTAUT2 |
| spellingShingle | Alexander Maune Adoption and use of eLearning platforms by universities in developing countries: Evidence from Zimbabwe Cogent Education eLearning online learning ODeL Delphi UTAUT UTAUT2 |
| title | Adoption and use of eLearning platforms by universities in developing countries: Evidence from Zimbabwe |
| title_full | Adoption and use of eLearning platforms by universities in developing countries: Evidence from Zimbabwe |
| title_fullStr | Adoption and use of eLearning platforms by universities in developing countries: Evidence from Zimbabwe |
| title_full_unstemmed | Adoption and use of eLearning platforms by universities in developing countries: Evidence from Zimbabwe |
| title_short | Adoption and use of eLearning platforms by universities in developing countries: Evidence from Zimbabwe |
| title_sort | adoption and use of elearning platforms by universities in developing countries evidence from zimbabwe |
| topic | eLearning online learning ODeL Delphi UTAUT UTAUT2 |
| url | https://www.tandfonline.com/doi/10.1080/2331186X.2023.2287905 |
| work_keys_str_mv | AT alexandermaune adoptionanduseofelearningplatformsbyuniversitiesindevelopingcountriesevidencefromzimbabwe |