Determinants of the Behavioural Intention of Open Distance Learning Students to Use Digital Tools and Resources for Learning in Nigeria

Abstract

This study investigated determinants of the behavioural intention of Open Distance Learning (ODL) students to use digital tools and resources for learning in Nigeria. The study utilized an online questionnaire to gather data from 522 ODL students from an ODL institution in Nigeria. The Unified Theory of Acceptance and Use of Technology (UTAUT) was the main framework used for the analysis in which attitude was included as an additional variable to seek out a much better model capable of improving the understanding of ODL students’ behavioural intention to use digital tools and resources for learning. Thus, an extended UTAUT model was developed and tested in this study. The model consisted of six constructs: performance expectancy, effort expectancy, social influence, facilitating conditions, attitude and behavioural intention. A Partial Least Square-Structural Equation Modelling (PLS-SEM) was used for data analysis. Results revealed that the proposed model successfully explained critical factors that determine ODL students’ behavioural intention to use digital tools and resources for learning. The study suggested that attitude, performance expectancy and facilitating conditions are the major determinants of behavioural intention to use digital tools and resources but attitude is the most prominent factor. Thus, implications and suggestions for further studies were highlighted.

Perception and Satisfaction Among Open and Distance Learning Students in Universiti Teknologi Malaysia

“…The learning materials were suitable for the course, helpful for their learning, and easily understood. According to Itasanmi [25], educational resources had a significant relationship with students' satisfaction with ODL programme. This finding was also similar to Rajadurai et al [24], whereby learners were satisfied with their usage of learning materials.…”

“…They were very satisfied that the lecturers were always ready to answer their questions and used strategic manner to help students learn. Itasanmi [25] explained that teaching and learning experiences contributed to general satisfaction in ODL programme. Other than that, Agbanu and Ahiase [26] also supported that the instructor's performance and their interaction with students significantly contributed to the students' satisfaction.…”

“…Similarly in Nigeria, Itasanmi [25] studied the determinants of learners' satisfaction in ODL programmes. A sample size of 719 students was randomly selected from three purposively selected ODL institutions in Southwestern Nigeria.…”

Factors Affecting Online Learning Satisfaction among Students in Higher Learning Institutions: an Indonesian Study

“…Many of these challenges are resolved when institutions provide proper technical assistance, such as laptops, mobile phones, and technical support services, and students gain a higher sense of confidence in the system, which ultimately boosts their satisfaction with educational programs (Itasanmi and Oni, 2021). Technical support is an integral part of any open or remote education system.…”

“…It encompasses informational assistance, institutional assistance, academic assistance, and prompt feedback to students (Aftab et al, 2019). Recent research by Aftab et al (2019) and Itasanmi and Oni (2021) reveals that technical support services are the most important factor influencing students' satisfaction in open distance learning programs. As a result, it is concluded that technical assistance has a favourable effect on student satisfaction.…”