Distance Education Tutors’ \nAcceptance Of Learning Management \nSystem For Blended Learning In Ghana
Year: 2018
Type: dissertation
Study design: Observational Study
Abstract: This study proposed a conceptual framework based on the Unified Theory of \nAcceptance and Use of Technology (UTAUT) and Social Cognitive Theory of \nInformation System (SCT-IS) to investigate tutors’ acceptance of Learning \nManagement System (LMS)-enabled blended learning in distance education (DE). \nAnchored on embedded mixed method (Quantitative + qualitative) design, the \nquestionnaire and interview guide were utilized for data collection. Consequently, \nquantitative data was drawn from a sample of 267 tutors from DE study centres \nacross Ghana who responded to the questionnaire, while 15 of them were \ninterviewed for the qualitative component. Analysis of the quantitative data utilized \nthe Partial Least Squares Structural Equation Modeling (PLS-SEM) technique while \nthematic analysis was used for the qualitative data. Findings from the research \nrevealed key factors of tutors’ LMS-enabled blended learning uptake intention as \nattitude, self-efficacy, previous technology experience and effort expectancy. \nHowever, the Importance Performance Map Analysis (IPMA) results proved that \nattitude towards LMS-enabled blended learning was the most important and \nperforming factor shapening the intentions of tutors towards blended learning \nacceptance in DE. Furthermore, the study established non-linear relationships among \nboth personality factors (attitude, self-efficacy, previous technology experience and \nanxiety) and UTAUT exogeneous factors (performance expectancy, effort \nexpectancy, social influence and facilitating conditions) towards behavioural \nintention.
Author: Bervell, Brandford
Language: English
Subfield: Information Systems and Management
Field: Decision Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W7093873780