Determinants of E-Learning Adoption in Universities

Ansong, Eric; Boateng, Sheena Lovia; Boateng, Richard

doi:10.1177/0047239516671520

Cited by 48 publications

(23 citation statements)

References 32 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Studies on e-learning preparedness of schools globally indicate that developed countries depict a high level of preparedness as compared to developing countries (Iddrissu et al, 2020). It is well evident that many studies have been carried out on the preparedness of tertiary institutions to integrate e-learning in teaching (Asibey et al, 2017;Ansong et al, 2017;Bervell & Umar, 2018). A study conducted in Secondary schools in Kenya showed a poor readiness of schools to utilize virtual learning with instructors having less training on how to integrate technology usage with traditional modes of teaching and learning (Wilson et al 2015;Ngatia, 2015).…”

Section: Teacher Preparedness For E-learningmentioning

confidence: 99%

“…The factors discovered included: Learners' Preparedness; Teachers' Preparedness; IT Infrastructure; Management Support; School Culture and Preference to meet face-to-face. Similarly using a multistakeholder approach, Ansong et al (2017) also used factor analysis to discover and explore the technological, organizational, and environmental determinants of e-learning adoption in the University of Ghana. Their findings indicated some disparities in the adoption factors for the three e-learning stakeholders (students, instructors, and administrators).…”

Section: Teacher Preparedness For E-learningmentioning

confidence: 99%

See 1 more Smart Citation

Towards E-Learning in Basic Schools During Covid-19: Insights From Ghanaian Teachers

Amanor-Mfoafo¹,

Edonu

Akrofi

et al. 2020

EJOE

View full text Add to dashboard Cite

In the wake of the current closure of schools in Ghana, basic schools have been tasked to deliver teaching and learning using e-learning. This study seeks to explore the readiness of teachers in Ghanaian basic schools to undertake e-learning. Using an online questionnaire, data was collected from 108 teachers in both private and public basic schools in Ghana. A factor analysis was conducted to identify the challenges that influenced the ability of basic school teachers to teach using e-learning. The study findings indicated that a majority of the teacher participants preferred face-to-face teaching as compared to online teaching. The study recommends that basic schools adopt a blended approach to teaching where teachers can combine both face-to-face methods with e-learning methods. The study contributes to discussions on the transition from conventional teaching methods to E-learning methods in educational institutions across Ghana. Article visualizations:<img src="/-counters-/edu_01/0770/a.php" alt="Hit counter" />

show abstract

Section: Teacher Preparedness For E-learningmentioning

confidence: 99%

Section: Teacher Preparedness For E-learningmentioning

confidence: 99%

Towards E-Learning in Basic Schools During Covid-19: Insights From Ghanaian Teachers

Amanor-Mfoafo¹,

Edonu

Akrofi

et al. 2020

EJOE

View full text Add to dashboard Cite

show abstract

“…Relevant studies have noted (e.g., Nyoni, 2014;Okinda, 2014;Ireri and Omwenga, 2015;Tarus et al, 2015;Basak et al, 2016;Ansong et al, 2017) that e-learning implementation relies on promotion from the organization and input from teachers. It emphasizes that the concepts of organizational support and a level of preparation are required when implementing e-learning (Demir and Yurdugül, 2015;Mosa et al, 2016;Adekola et al, 2017).…”

Section: Knowledge System Architecture and Indicator Development The Research Team Establishes The Draftmentioning

confidence: 99%

“…Relevant studies suggest that some foreign universities have considered possible changes in the school system and courses and have actively invested in higher education through various developments and actions to respond to changes in learning needs (e.g., Lamprou and Lvovskaya, 2015;Adekola et al, 2017;Ansong et al, 2017;Langset et al, 2018). For example, universities cooperate with online learning platform providers to offer bachelor's degree, master's degree and certificate courses.…”

mentioning

confidence: 99%

Development of Key Performance Measures for E-Learning Knowledge Systems: The Case of Higher Education Institutions in Taiwan

Chang

Liu

2020

Front. Educ.

View full text Add to dashboard Cite

To cope with the trend of e-learning and competition in global higher education, the Ministry of Education of Taiwan has promoted the "Project on deep plowing of e-Learning" to study the establishment of University e-learning knowledge systems, which will serve as a reference for universities to develop e-learning in response to the trends of the digital age. The research team developed a preliminary draft of the e-learning knowledge system through a literature review, modified it through the Delphi technique, and finally developed an e-learning knowledge system. The system consists of two dimensions: "organization" and "teaching team." The organization dimension is divided into the "level of preparation" and "execution and implementation" sub-dimensions. The dimension of the teaching team is divided into the "basic ability" and "course design and application" sub-dimensions for a total of 4 sub-dimensions. The dimensions and sub-dimensions are divided into levels, sub-levels, indicators, and the content of indicators. The results of the research include 2 dimensions, 4 sub-dimensions, 14 levels, 40 sub-levels, and 84 indicators.

show abstract

“…Therefore, users of these modules should comfortably use it. This includes advantages such as shortening the loading time for learning materials [2] and reducing the complexity of the system [23]. The last technological factor, mentioned in one article, is the technological compatibility (T3).…”

Section: Technological Influencing Factorsmentioning

confidence: 99%

What Drives a Successful Adoption of E-Learning Modules for Sustainable Management? An Empirical Investigation of Influencing Factors and Challenges

Anke

Hobert

Schümann

2019

Proceedings of the Annual Hawaii International Conference on System Sciences

View full text Add to dashboard Cite

In order to have corporations contributing to the environmental and social challenges of the coming years, employees have to develop competences for sustainable management. These competences are necessary to reduce environmental impacts of production or to increase efficiency in terms of energy consumption. In this context, E-Learning modules can offer learner-centered scenarios in which employees can simulate the consequences of their decisions and thereby develop competences for sustainable management. However, such modules focusing on sustainable management have not been used widely. Therefore, the aim of this paper is to investigate the determinants of a successful adoption and the challenges facing this adoption process of E-Learning modules for sustainable management. To achieve this aim, we conducted a literature review and a qualitative interview study. Thereby, we identified eleven general and eight specific influencing factors as well as twelve related challenges that affect the adoption of E-Learning modules for sustainable management.

show abstract

Determinants of E-Learning Adoption in Universities

Cited by 48 publications

References 32 publications

Towards E-Learning in Basic Schools During Covid-19: Insights From Ghanaian Teachers

Towards E-Learning in Basic Schools During Covid-19: Insights From Ghanaian Teachers

Development of Key Performance Measures for E-Learning Knowledge Systems: The Case of Higher Education Institutions in Taiwan

What Drives a Successful Adoption of E-Learning Modules for Sustainable Management? An Empirical Investigation of Influencing Factors and Challenges

Contact Info

Product

Resources

About