Transcript eLearning within Universities of Higher Education (HE) in

Predicting the Acceptance and
Intention to Use E-learning at the
University of Zululand,
South Africa
By Neil Evans
Supervisor :
Co-supervisors :
Prof. CJB le Roux
Prof. S Mutula and Dr. D Jacobs
Outline of Presentation
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Introduction and Conceptual Setting
Contextual Setting
Problem Statements
Research Aims and Objectives
Research Questions
Significance of the Study
Scope and Limitations
Research Design and Methodology
Dissemination of Research Findings
Preliminary Chapter Division
References
Introduction and Conceptual Setting
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Learning can be defined as the acquisition of knowledge, crucial
for the development of new skills and attitudes, and its goal is to
give experience.
Image reference: http://cetl.ulster.ac.uk/elearning/hlm.php
Introduction and Conceptual Setting
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Over the last twenty years, technology has
modernized how we live, how we
communicate, and how we learn.
Introduction and Conceptual Setting
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Fox predicts changing
expectations from learners.
Based on their learning
experiences within
different semantic
networks.
Fox (2005:13)
Introduction and Conceptual Setting
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Fox predicts changing
expectations from learners.
Based on their learning
experiences within
different semantic
networks.
Fox (2005:13)
Introduction and Conceptual Setting
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The move from linear to multi-threaded
learning
Introduction and Conceptual Setting
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From static to dynamic information
Introduction and Conceptual Setting
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From content to experience
Introduction and Conceptual Setting
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Demonstration to inference
Introduction and Conceptual Setting
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Objectives to goals
Introduction and Conceptual Setting
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Uniformity to diversity
Introduction and Conceptual Setting
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Receipt to responsibility
Introduction and Conceptual Setting
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Consumption to contribution
Introduction and Conceptual Setting
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Research recommends that institutions of HE
need to follow global education trends in
technology and innovation.
Damoense (2003)
Introduction and Conceptual Setting
Need to adopt learning theories that promote participation,
collaboration and interaction between learners :
Out
In
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Intructivist
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Constructivist
Experiential learning
Problem based
learning (PBL)
Engagement theory
Connectivism
Introduction and Conceptual Setting
Image reference: http://lh6.ggpht.com/philippe.boukobza/R9esWOb-1nI/AAAAAAAAA30/FTgIHlOi5oc/image%5B5%5D
Introduction and Conceptual Setting
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Carol (2007) suggests that we have moved
beyond the Information Age, to the Age of
Networks and therefore Networked Learning.
E-learning is a term broadly used to describe
any type of learning that utilises ICTs and IS to
assist in learning.
Identified four types of e-learning, namely:
Introduction and Conceptual Setting
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Informal: learners access a web site or join an online
discussion.
Self-paced: learners access computer based (CBT) or Webbased (WBT) training materials at their own pace.
Leader-led: differs from the latter in that there is always an
instructor, tutor or facilitator leading the learning process.
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synchronous
asynchronous
Performance support tools: which refers to materials that
learners access to help perform a task, e.g., using a wizard
Broadbent (2002:10)
Introduction and Conceptual Setting
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Rich hybrids of e-learning would be formed
from combining any of the four types
described above.
Blended learning combines conventional
learning methods with e-learning methods.
Introduction and Conceptual Setting
Research
E-learning e.g.
Blended learning
approach
Community
Outreach
LMS, Blog , Quiz,
Wiki, Email, Chat,
multimedia etc.
Face to Face
Experiential
Mentoring
Learning
Introduction and Conceptual Setting
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E-learning comes with its own opportunities
and challenges for the four key stakeholders in
the process, namely:
the learner,
the academic,
the online developer and instructional designer
and management.
Introduction and Conceptual Setting
Opportunities and challenges for the learner:
 ICT skills
 Technophobia
 Just in time
 Portability
Introduction and Conceptual Setting
Opportunities and challenges for the academic:
 Pre-packaging of
 Creating course content
essential information.
can be labour intensive.
 Allows for more
 Specialised skills required.
feedback.
Introduction and Conceptual Setting
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Ravjee discusses four competing points of view
on the relation of ICTs and HE change in
South Africa namely:
globalisation,
digital divides,
market driven forces,
and politics of e-learning.
(Ravjee, 2007:28)
Introduction and Conceptual Setting
Globalisation:
 ICT use is seen as inevitable progress.
 ICT skills necessary to participate in the
knowledge societies and economies.
 ICT is replacing traditional information and
communication and models.
(Ravjee, 2007:28)
Introduction and Conceptual Setting
Digital divides:
 Difference in accessing resources including hardware,
software and Internet connectivity exist across nations
and within national contexts.
 There exists numerous individual, social, cultural,
economic and institutional factors that influence
peoples intention to use and the use of ICT resources
that they have access to.
(Ravjee, 2007:29)
Introduction and Conceptual Setting
Market driven forces:
 ICTs and the market as hand in hand forces that
permeate our educational institutions, leading to
change.
 Rise of ICT-enhanced for profit institutions (virtual
universities), the selling of internet courses, the use of
proprietary LMS software, and ICT – related
intellectual property issues are examples of the
increasing influence that markets have on HE
globally.
(Ravjee, 2007:31)
Introduction and Conceptual Setting
Politics of e-learning in SA:
 ICTs are seen to provide working class communities increased
access to online HE programmes.
 Do online or mixed - mode programmes offer the same quality
education compared to the contact programmes?
(Ravjee, 2007:32)
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Greater percentage of African students (64% of total
enrollment) now enrolling in online or mixed - mode
programmes, rather than contact programmes (48% of total
enrollment).
(Department of Education; 2004)
Introduction and Conceptual Setting
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Many researchers have published various
theories that can help explain the adoption of
both ICT and IS.
Introduction and Conceptual Setting
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Many researchers have published various
theories that can help explain the adoption of
both ICT and IS.
(Venkatesh et al, 2003:427)
Introduction and Conceptual Setting
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Venkatesh et al (2003) formulated a unified
model, called the Unified Theory of
Acceptance and Use of Technology (UTAUT):
(Venkatesh et al, 2003:445)
Introduction and Conceptual Setting
Modification of UTAUT model with some constructs from TAM (Moran, 2006:30)
Contextual Setting
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The University of Zululand, South Africa, is a Comprehensive
University offering certificate, diploma and degree programmes
in the four faculties of Arts, Education, Commerce and
Science and Agriculture.
There is currently no policy within the University of Zululand
that refers to e-learning within the teaching and learning
domains.
In 2006 the WUZULU project in partnership with NUFFIC,
established an e-learning interest group who developed the
first draft proposal for a unified e-learning initiative at the
University of Zululand.
However mainly due to lack of funding for staff, the proposal
never got off the ground. In 2008 an e-learning task team was
established with the aim of reviving the project.
Contextual Setting
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At the same time UZ asked by UJ to participate in a
developmental study towards effective practices in e-learning
through a process of self-evaluation.
During the two workshops it became clear that:
Limited and fragmented e-learning integration within different
programmes curricula.
No specific Quality Management processes in place to enhance
e-learning.
Limited initiatives for the professional development of staff to
integrated e-learning within existing curricula.
No structures in place for technical and system support and
working with pre-determined standards.
Few contributions from leadership and change management bottom up approach.
Contextual Setting
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ICT resources:
Technical assistance is limited but available.
Server resources are available.
In total: 600 seats shared between 10 000 students (
1PC to 17 students).
300 of our PC seats are available 24/7.
200 are only available up to 22:00.
And the rest is only available in office hours.
Only a very small portion of our students own their
own PCs.
Problem Statements
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According to the Carol (2007) much of our curricula
and education systems are still products from a
mechanistic past, in which predetermined knowledge
was delivered in a linear format to a mass audience.
The focus was on transferring information in a
controlled sequence without accounting for the
contextual settings of the different learners.
Many traditionally contact institutions have heeded
current research, which suggests that they cannot
retain their traditional structures, both in terms of
facilities and delivery of content via formal lectures
and class based activity alone (O’Neill et al, 2004:1).
Problem Statements
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In its Draft White Paper on E-education in South Africa
(2003:44), the Department of Education recommended that elearning should become a “mainstream activity” in all
classrooms. This recommendation corresponds with the
development plans of most African governments in order to
reach the Millennium Goal of “Education for all” (Conference
Report, 2006:4).
Institutions of HE and the research and development
community in general have a central role to play in exploring
and experimenting with new e-learning technologies,
methodologies and techniques to support learners, teachers
and administrators in e-learning and e-administration (Draft
White Paper, 2003:41).
Problem Statements
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The University of Zululand needs to align its teaching and
learning methods with best practices found both nationally and
globally.
Adopting the use of ICT and IS within higher education seems
inevitable as digital communication and information models
become the preferred means of storing, accessing and
disseminating information.
However most academics and students at the University of
Zululand will be ill-prepared to teach and learn within a
blended learning domain without the correct facilitating
conditions.
These include new policies, training, support and functional
and accessible ICT infrastructure.
Problem Statements
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The question of why users decide to accept or reject a
particular technology continues to be an important
issue.
Thorough consultation of the users will determine
what variables are important to facilitate their
acceptance, adoption and use of e-learning resources.
Inadequate understanding and support of these
constructs might lead to the unsuccessful
implementation of the innovation and its integration
into the current learning domain.
Research Aims and Objectives
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1.
2.
3.
4.
5.
6.
The main aim of the study is to predict if academics and students will
accept e-learning within a blended learning environment at the
University of Zululand.
The objectives of the study are:
To determine academics’ and students’ attitude towards e-learning at
University of Zululand.
To predict whether academics and students will accept or reject elearning at University of Zululand.
Identifying and weighting the structural and contextual variables in the
adopted user acceptance model that predict the acceptance or rejection
of e-learning by academics and students at the University of Zululand.
Establish the ICT infrastructure needed to implement e-learning at
University of Zululand.
Determine the functionality of e-learning resources offered to academics
and students within a blended learning environment at University of
Zululand?
Examine possible opportunities and challenges in the implementation
and use of e-learning at University of Zululand.
Research Questions
The research questions are expressed below:
1.
Will academics and students have a positive or negative attitude towards
e-learning at the University of Zululand?
2.
Will academics and students accept or reject the e-learning at the
University of Zululand?
3.
What are the structural and contextual variables in the adopted user
acceptance model that predict the acceptance or rejection of e-learning
by academics and students at the University of Zululand and how much
influence do they have on users attitude and behavior?
4.
What ICT infrastructure is needed to implement e-learning at the
University of Zululand?
5.
What functionalities can e-learning resources offer academics and
students within a blended learning environment at University of
Zululand?
6.
What are the opportunities and challenges of implementing and using elearning at University of Zululand?
Significance of the Study
The study hopes to significantly contribute to:
1.
the implementation and support of e-learning at the
University of Zululand, by identifying the structural
and contextual variables that determine its adoption
or rejection,
2.
the adopted user acceptance model’s theoretical
validity and practical applicability and
3.
the management of e-learning based initiatives in
higher education in South Africa.
Scope and Limitations
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The study will be limited to academics and students at
University of Zululand.
Though the results of the study can’t be generalized to all
institutions of higher education because different contextual
settings will lead to different acceptance decisions. However
the outcomes of the study may be applied to similar
educational environments (Yin in Tellis, 1997).
The predictive power of any user acceptance model is not one
hundred percent efficient, which is a limitation. For example
the UTAUT model was only able to correctly predict seventy
percent (70%) of all cases surveyed, therefore thirty percent
(30%) of cases will not be correctly predicted.
Research Design and Methodology
Research Methods
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To achieve the objectives of the study survey research
will be conducted using two web surveys that will
contain quantitative data collection methods to obtain
the primary data.
The fundamental ethical principles of research will be
observed by including a:
Asking the respondent for permission to take part in
the study.
Informing the respondent of the study’s intentions.
Assuring confidentiality of the findings of the study.
Research Design and Methodology
Target populations
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The study’s two target populations represent
288 academics and 10000 students who work
or study at the UZ.
Research Design and Methodology
Sampling
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Target populations will be sampled using random
sampling of all four faculties’ academics and students
(under-graduate).
Replication of the study using different respondents
from different faculties and in the case of the
students, at different levels of study, will improve the
study’s external validity.
Academic records from the ITS database at UZ will
be used to provide sample frames for the different
population groups.
Research Design and Methodology
Sampling
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According to Chin (1997) Partial Least Squares (PLS) can be a
powerful method of analysis because of the minimal demands
on sample size.
Guidelines provided by Chin (1997) on PLS-Graph
recommend a sample size equal to the larger of two
possibilities: (1) ten times the number of indicators on the
most formative construct, based on the literature reviewed ten
times the ten indicators of performance expectancy gives a
sample of one hundred participants, or (2) ten times the largest
number of precursor constructs used to determine a dependent
variable, or ten times six, the number of constructs used to
determine behavior intent.
So a minimal sample size of one hundred participants for each
web survey should be aimed at for this study if the reviewed
acceptance model is adopted for the study.
Research Design and Methodology
Research Instruments
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The two e-questionnaires containing structured response formats for the
close-ended questions that will provide the primary quantitative data.
The survey instruments will contain questions addressing each of the
technology acceptance constructs and questions that address the
participant’s age gender and computer experience.
The study will adopt and modify statements for each construct used from
one of the validated user acceptance theories reviewed in literature.
Survey participants will be asked to indicate their response to each
statement using a seven item Likert scale with one representing a strong
disagreement and seven being a strong agreement with the statement.
Pre-tests of all the questionnaires will be done on a small group of
colleagues and students to obtain feedback from respondents so as to
reduce random or systematic measurement errors.
Research Design and Methodology
Data Analysis
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The statistical data analysis method used for this thesis will be
Partial least squares (PLS) using specialised statistical software.
The goal of PLS is to predict or analyse a set of dependent
variables from a set of independent variables or predictors.
This is achieved by extracting from the independent variables a
set of orthogonal (mutually independent) factors called latent
variables which will have the best predictive power.
A complete analysis of the adopted technology acceptance
model will require an examination of both the goodness of fit
criteria to see how well it fits the study’s observations and a
factor analysis that will give factor loading indicators (Moran,
2006:51)
Dissemination of Research Findings
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The research findings will mainly be
disseminated by means of an e-learning portal
and this Thesis.
Other methods will include; paper publications
in peer-reviewed journals, and presentations at
conferences and workshops.
Preliminary Chapter Division
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Chapter 1: Introduction and Background to the Study
Chapter 2: Literature Review
Chapter 3: Theoretical Framework
Chapter 4: Research Design
Chapter 4: Presentation of Research Findings and
Data Analysis
Chapter 5: Discussion of Findings
Chapter 6: Summary, Conclusions and
Recommendations
Thank you for your attention.
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E-learning portal
References
1.
Broadbent B. (2002). ABCs of E-learning. Reaping the Benefits and Avoiding the Pitfalls. Jossey-Bass / Pfeiffer, San Francisco, CA.
2.
Carol K. (2007). Linear and Non-Linear Learning Blog. [Online]. Available: http://ken-carroll.com/2007/12/13/linear-and-non-linear-learning/.
Accessed: 14th September, 2008.
3.
Chin W.W. (1997). Overview of the PLS Method by Wynne W. Chin - University of Houston. [Online]. Available: http://discnt.cba.uh.edu/chin/PLSINTRO.HTM. Accessed 14th July, 2008.
4.
Conference Report, (2006). 1st International Conference on ICT for Development, Education and Training, an Annual Event for Building Elearning Capacities in Africa. [Online]. Available: http://www.e-learning-africa.com/pdf/report/postreport_eLA2006.pdf. Accessed: 6th
February, 2008.
5.
Damoense M.Y. (2003). Online learning: Implications for Effective Learning for Higher Education in South Africa. [Online]. Available:
http://www.ascilite.org.au/ajet/ajet19/damoense.html. Accessed: Accessed: 30th May, 2008.
6.
Department of Education (2004). [Online]. Available: http://www.education.gov.za/emis/emisweb/02stats/Education%20Stats%202002.pdf .
Accessed: 25th August, 2008.
7.
Draft White Paper on E-education (2003). Transforming Learning and Teaching through ICT. Department of Education, (2003). [Online].
Available: http://www.info.gov.za/whitepapers/2003/e-education.pdf. Accessed: 18th January, 2008.
8.
Fox M. (2005). Kineo Insight. 50 Ideas for Free E-learning. Higher Returns for Lower Investment. [Online]. Available:
http://www.kineo.co.uk/shop/reports/kineo_50ideasforfree_e-learning.pdf. Accessed: 15th April, 2008.
9.
Moran M. (2006). College Student’s Acceptance of Tablet Personal Computers: A Modification of the Unified Theory of Acceptance and Use of
Technology Model. [Online]. Available:
http://www.homepages.dsu.edu/moranm/Research/Dissertation/Mark_Moran_Dissertation__final_.pdf. Accessed: 25th June, 2008.
10.
Ravjee N. (2007). The Politics of E-learning in South African Higher Education. [Online]. Available:
http://ijedict.dec.uwi.edu/include/getdoc.php?id=2541&article=424&mode=pdf. Accessed: 19th August, 2008.
11.
O’Neill K., Singh G. and O’Donoghue J. (2004). Implementing E-learning Programmes for Higher Education: A Review of the Literature.
[Online]. Available: http://jite.org/documents/Vol3/v3p313-323-131.pdf. Accessed: 23rd January, 2008.
12.
Tellis W. (1997). Introduction to Case Study. [Online]. Available: http://www.nova.edu/ssss/QR/QR3-2/tellis1.html. Accessed: 1st September,
2008.
13.
Venkatesh V., Morris M., Davis G., & Davis F. D. (2003). User Acceptance of Information Technology: Toward a Unified View. MIS Quarterly,
27(3), 425-478. [Online]. Available: http://www.cis.gsu.edu/~ghubona/info790/VenkEtAlMIQ03.pdf. Accessed: 3rd July, 2008.