Readiness to use e-learning for agricultural higher education in Sub-Saharan Africa. Results from a survey of faculty members

Abstract

A B S T R A C TE-learning is likely to be an increasingly important element in teaching agriculture and related subjects at universities in Sub-Saharan Africa. The purpose of this study was to explore the factors involved in determining the readiness and intention to adopt e-learning by faculty members at member institutions of the African Network for Agriculture, Agroforestry and Natural Resources Education (ANAFE). The study was based on the decomposed theory of planned behavior (DTPB) to predict intentions on the use of elearning. DTPB draws on constructs influencing the attitude to use technology from two frequently investigated models in this area, that is, the theory of planned behavior (TPB) and the technology acceptance model (TAM). Valid responses were collected from 70 faculty members with a survey questionnaire. Validated scales from previous research were used to measure the variables of interest. The results revealed that the majority of the respondents have only limited access to ICT infrastructure and support services. However, they perceived e-learning to be very useful in general and to have the potential to enhance their teaching-related activities.

Smallholder farmers' behavioural intentions towards sustainable agricultural practices

“…The theory of reasoned action, theory of planned behaviour and decomposed theory of planned behaviour have often been applied intensively in empirical studies relating to consumer behaviour, manufacturing industries, advertising campaigns, information technologies and software sciences (Iqbal and El-Gohary, 2014;Zschocke et al, 2013;Sadaf et al, 2012;Velarde, 2012;Kyere-Duodu, 2011). However, in the field of agriculture, natural resource management and rural development their use has been limited.…”

Validation and Measurement Invariance of the Computer Attitude Measure for Young Students (Camys)

“…Yuksel (2012) examined attitudes of computer trainees aging from 15 to 65 who were attending a community education center and found significant differences with respect to respondents' educational level, experience with computer and computer ownership. Zschocke et al (2013) examined the factors associated with the intention to use e-learning platforms by the faculty members at universities in sub-Saharan Africa. Milic and Skoric (2012) investigated the effects of various home and school environmental factors associated with students' computer attitudes using Structural Equation Modeling (SEM).…”

“…As computers are used extensively across all levels in education, and students are exposed to technology earlier, researchers have started to use and cite CAMYS (Borhani, Vatanparast, Abbaszadeh, & Seyfadini, 2012;Bujak, Radu, MacIntyre, Catrambone, Zheng, & Golubski, 2013;Efendioglu, 2012;Efendioglu & Yelken, 2010;Hu, Lu, & Huang, 2010;Lee, 2011;Milic & Skoric, 2012;Yuksel, 2012;Zschocke, Beniest, Yayé, & Chakeredza, 2013). Each study is briefly considered in turn.…”