Perceptions of E-learning among undergraduates and academic staff of higher educational institutions in north-eastern Ni
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Perceptions of E-learning among undergraduates and academic staff of higher educational institutions in north-eastern Nigeria Muhammed Kuliya 1
& Sani
Usman 1
Received: 27 April 2020 / Accepted: 4 September 2020/ # Springer Science+Business Media, LLC, part of Springer Nature 2020
Abstract While most higher educational institutions (HEIs) in Nigeria have not yet adopted elearning, there is a rapidly growing interest in its implementation in teaching and learning processes. The current research is a systematic study aimed to predict academics’ and students’ intentions to use e-learning in Northeastern Nigeria’s HEI’s where the use of e-learning is presently scarce, by using the extended technology acceptance model (TAM) augmented by two external variables. The researchers distributed 780 questionnaires (579 of which were found to be valid) to students and academics. The data were extracted and analyzed and the results showed that, for both academics and students, the perceived ease of use (PEOU) and perceived usefulness (PU) of e-learning strongly predicted the participants behavioral intentions to use elearning. Furthermore, the results confirmed the reliability of technology acceptance model core components. The findings from this study could be used as a basis for adopting e-learning in HEIs in Nigeria and other developing countries. Keywords Adoption . Education . E-learning . Higher educational . Technology
acceptance Model
1 Introduction In recent years, progress in information and communication technology (ICT) has expanded in many fields, including education. E-learning and ICT are now seen as
* Muhammed Kuliya [email protected] Sani Usman [email protected]
1
Department of Computer Science, Federal Polytechnic Bauchi, Dass Road, Gwallameji, Bauchi State, Nigeria
Education and Information Technologies
significant parts of a national struggle for the advancement of education in Nigeria (Ngampornchai and Adams 2016; Alone et al. 2016). By using e-learning, one can learn at his or her own pace from anywhere and at any time using ICT tools (Islam 2013; Pena-Ayala et al. 2014; Brito et al. 2014; Alone 2017). E-Learning supports critical thinking, bridges geographical gaps, aids lifetime teaching and learning, cuts educational costs, and boosts productivity in HEIs (Alone 2017; Chang 2016). Kanwal and Rehman (2017) have observed that developing countries need to adopt e-learning to enhance the literacy rate of rural and urban dwellers in these countries. However, Alone (2017) points out that educational institutions that only partially adopt e-learning technologies will not benefit from their investment as much as they might anticipate. The main impediments to the adoption of e-learning in HEIs in developing nations are out-of-date infrastructure, poor internet access, overpopulation in HEIs, and a lack of training and motivation for both learners and teachers (Islam 2013; Awidi and Cooper Awidi and Cooper 2015; McGill et al. 2014). At the moment, there is a stark difference between the acceptanc
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