Cloud Currents and Classroom Change: A Study of E-Learning Attitudes in Ghana’s Technical Universities
Domaine:
educationdigital infrastructureType de record:
paper
Créateur:
E. I.
Éditeur:
Arc
Hôte:
Purpose: The study investigates the factors influencing the adoption of cloud computing e-learning systems among lecturers in Ghanaian technical universities. The objectives are to explore key institutional, technological, and individual-level determinants that shape lecturers’ adoption intentions.
Design/Methodology/Approach: The study employed a quantitative research design involving a sample of 1,258 faculty members drawn from the Technical University Teachers Association of Ghana (TUTAG). Data were analysed using Partial Least Squares Structural Equation Modelling (PLS-SEM) to test hypothesised relationships and Importance-Performance Map Analysis (IPMA) to prioritise factors based on their importance and performance.
Research Limitation: The study is limited by its cross-sectional design and its focus on technical universities in Ghana, which may affect the generalisability of the findings.
Findings: The results indicate that cloud computing e-learning usefulness (CCeU), e-infrastructure readiness (ER), top management support (TMS), and competitive pressure on lecturers (CPoL) significantly influence lecturers’ intentions to adopt cloud-based e-learning (LEAI). The proposed model explains 24.4% of the variance in LEAI, underscoring the intricate interplay between technological and organisational drivers.
Practical Implication: The findings suggest that enhancing digital infrastructure, ensuring strong institutional leadership support, and addressing external pressures are critical to improving cloud e-learning adoption across Ghanaian universities.
Social Implication: The study contributes to developing more inclusive, resilient, and innovative digital education systems that can improve learning outcomes and access to quality education.
Originality/Value: E-infrastructure readiness (ER) and top management support (TMS) play a pivotal role in lecturers' adoption intentions; other factors include innovativeness and the cost of cloud computing e-learning.
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