Distance Education Tutors’ Acceptance Of Learning Management System For Blended Learning In Ghana

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dc.contributor.authorBrandford Bervell
dc.date.accessioned2021-03-01T01:09:42Z
dc.date.available2021-03-01T01:09:42Z
dc.date.issued2018-09
dc.description.abstractThis 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.en_US
dc.identifier.urihttp://hdl.handle.net/123456789/11587
dc.language.isoenen_US
dc.publisherUniversiti Sains Malaysiaen_US
dc.subjectEducational technologyen_US
dc.subjectTutors and tutoringen_US
dc.titleDistance Education Tutors’ Acceptance Of Learning Management System For Blended Learning In Ghanaen_US
dc.typeThesisen_US
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