Examining Technology Acceptance in Learning and Teaching at a Historically Disadvantaged University in South Africa through the Technology Acceptance Model

Abstract

The exponential growth in the use of technology for learning and teaching in the higher education sector has imposed pressure on academics to embrace technology in their teaching. The present study sought to examine factors underlying technology acceptance in learning and teaching at a historically disadvantaged university in the Eastern Cape Province of South Africa. Premised on the mixed methods approach and undergirded by the Technology Acceptance Model (TAM), both a pre-coded and an open-ended questionnaire were used to collect data. Data from the pre-coded questionnaire were analysed through the descriptive statistical approach. The qualitative data from the open-ended questionnaire were analysed through content analysis. The study found that most academic staff believe and see the value that ICTs bring in their teaching and learning practices. In addition, they are aware that technology use in education improves learning and teaching, and they are willing to embrace the use of technology to improve their practices. Based on the findings, we recommend intensification of lecturer training in the use of technology for teaching and learning to enable them to embrace it in their teaching practice. Furthermore, the institution needs to put in place support systems for academic staff to empower them to have continuous access to devices and internet connection for technology integration in teaching and learning. We recommend establishment of e-learning communities of practise in the university that will allow lecturers to assist each other as well as share best practices in the use of technology for teaching and learning.

Perception of Students Regarding the Support Received During Covid-19: A Case Study of One of the South African Rural Universities

“…During the Covid-19 pandemic, many students have shown the success and benefits of e-learning. Hence, it widely promoted as a teaching strategy by numerous higher education institutions worldwide [4]. It has been proven that the use of e-learning offers varieties of teaching strategy benefits in education compared to face-to-face [4].…”

“…According to Clever and Mbodila (2022), several benefits abound in integrating information technologies in learning and teaching. However, the acceptance of technology should not be taken as a given as teacher belief in the use of technology can have an impact on technology acceptance in the higher education sector globally [4].…”

Aplicação de tecnologias digitais na prática do ensino remoto: percepção de professores

“…Em muitos casos, apesar das iniciativas para viabilizar a inserção das tecnologias digitais em apoio ao ensino-aprendizagem, a adesão por parte da comunidade acadêmica não se mostrou decisiva, pois grande parte dos docentes ainda preferia a forma tradicional de ensino presencial (NDEBELE;MBODILA, 2022;TSEGAY et al, 2022).…”

“…Apesar dos benefícios presentes em diferenciados estudos acerca do tema, a integração das Tecnologias da Informação e Comunicação (TIC) para o ensino e aprendizagem e sua aceitação não se dão em consequência das respectivas vantagens e possibilidades disponíveis, existem barreiras e limitações que podem ter um impacto no uso pedagógico (NDEBELE; MBODILA, 2022;TSEGAY et al, 2022).…”

“…Diferentes estudos têm buscado compreender quais as influências das barreiras presentes, atitudes e percepções dos professores quanto ao uso e utilidade das TIC, para a aceitação e adoção bem sucedida das tecnologias (BOGDANOVA; TANEVA, 2020; MARÍN-DIAZ et al, 2020;MERCADER;GAIRÍN, 2020;NDEBELE;MBODILA, 2022;SÂRBU et al, 2021;ULLA;PERALES, 2021;ZAMORA-ANTURANO et al, 2021).…”