Distance Education Tutors’ Acceptance Of Learning Management System For Blended Learning In Ghana
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Date
2018-09
Authors
Brandford Bervell
Journal Title
Journal ISSN
Volume Title
Publisher
Universiti Sains Malaysia
Abstract
This study proposed a conceptual framework based on the Unified Theory of
Acceptance and Use of Technology (UTAUT) and Social Cognitive Theory of
Information System (SCT-IS) to investigate tutors’ acceptance of Learning
Management System (LMS)-enabled blended learning in distance education (DE).
Anchored on embedded mixed method (Quantitative + qualitative) design, the
questionnaire and interview guide were utilized for data collection. Consequently,
quantitative data was drawn from a sample of 267 tutors from DE study centres
across Ghana who responded to the questionnaire, while 15 of them were
interviewed for the qualitative component. Analysis of the quantitative data utilized
the Partial Least Squares Structural Equation Modeling (PLS-SEM) technique while
thematic analysis was used for the qualitative data. Findings from the research
revealed key factors of tutors’ LMS-enabled blended learning uptake intention as
attitude, self-efficacy, previous technology experience and effort expectancy.
However, the Importance Performance Map Analysis (IPMA) results proved that
attitude towards LMS-enabled blended learning was the most important and
performing factor shapening the intentions of tutors towards blended learning
acceptance in DE. Furthermore, the study established non-linear relationships among
both personality factors (attitude, self-efficacy, previous technology experience and
anxiety) and UTAUT exogeneous factors (performance expectancy, effort
expectancy, social influence and facilitating conditions) towards behavioural
intention. It also proved the existence of relationships between and among personality factors and UTAUT exogeneous factors independently. The outcome of
these analyses of non-linear relationships produced new relationships such as
between facilitating conditions and social influence; facilitating conditions and
previous technology experience; facilitating conditions and effort expectancy as well
as voluntariness of use and use behaviour. Mediation analysis confirmed that attitude
towards LMS-enabled blended learning in distance education fully mediated the
effects of performance expectancy on behavioural intention while previous
technology experience and self-efficacy fully mediated the effect of facilitating
conditions on behavioural intention, which were unique within the models derived
for the study. On moderators, face to face experience which constituted a key
attribute of DE in the context of this study moderated the effects of attitude, selfefficacy
and effort expectancy. This moderating effect was also novel to LMSenabled
blended learning research in DE. However, crucial barriers to LMS uptake
for blended learning in DE were lack of training; technological gadgets
(tablets/laptops, power banks, modem), internet provision and technical support. The
study recommended that in theory, the relationships between performance
expectancy, effort expectancy, social influence and facilitating conditions, should be
included in the UTAUT model to foster better explanation and understanding of
variable behaviour within the model while the inclusion of behavioural intention in
the SCT-IS model will be constructive. The inclusion of other relationships between
personality factors in the SCT-IS model could also be considered. Finally, the study
recommended among others that provision of training in a continuum coupled with
the supply of tablets or laptops; modem and internet; as well as technical support are
essential to LMS-enabled blended learning acceptance in DE.
Description
Keywords
Educational technology , Tutors and tutoring