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Factors affecting the use and adoption of eLearning at Higher Education Institutions Lessons from th

Factors affecting the use and adoption of eLearning at Higher Education Institutions Lessons from th

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Factors affecting the use and adoption of e-learning at Higher Education Institutions: Lessons from the University of the Witwatersrand Rabelani Dagada E-Learning Support and Innovation (eLSI) Unit Knowledge and Information Management Portfolio University of the Witwatersrand [email protected] Xolani Hadebe E-Learning Support and Innovation (eLSI) Unit Knowledge and Information Management Portfolio University of the Witwatersrand [email protected] Abstract: . This paper examines factors affecting the use and adoption of e-learning at Higher Education Institutions with lessons learned from the University of the Witwatersrand. Understanding the nature of these factors may assist South African universities in promoting the use of information and communication technology in teaching and learning. Data was collected through a survey of lecturers from the University of Witwatersrand. The technology adoption model (TAM) is utilized in this study. One more independent variable is added to the original model, namely, perceived credibility. These factors are Computer Self-Efficacy, perceived usefulness of e-learning, perceived ease of e-learning use, Perceived Credibility, and Behavioural Intention to Use e-learning. Keywords: E-learning, Adoption, Usage, Ease of use, Usefulness, E-learning; Perceived credibility; Technology acceptance model °±²³´µ¶·²¸´± ¹±µ º¹·»¼³´¶±µ The primary questions addressed in this study are the following: what are the factors that affect lecturers’ adoption of an e-learning system and what are the relationships among these factors? This study investigates and identifies some of the major factors affecting lecturers’ adoption of an e-learning system in Higher Education Institutions. For the purpose of this study, e-learning adoption is approached from an information systems acceptance point of view. In this study, an extended version of the Technology Acceptance Model (TAM) will be used to investigate the underlying factors that influence lecturers’ decisions to use an e- learning system. TAM suggests that a prior condition for learning effectively using e-learning systems is that users must actually use them. Thus, a greater knowledge of the factors that affect IT adoption and their interrelationships is a pre-cursor to a better understanding of lecturers’ acceptance of e-learning systems. In turn, this will help and guide those who develop, implement, and deliver e-learning systems. E-learning may not be a learning opportunity appropriate for everyone. E-learning should thus not be considered as a learning mode to forever replace the traditional classroom learning experience, but it should rather be considered as an opportunity to complement traditional learning to assist those students who require flexibility in learning.
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