A Correlate of Acceptance and Actual Use of Cloud Computing Technology for Teaching among University Lecturers in Southwestern Nigeria

Abstract

Cloud computing technology had been found effective and efficient in providing online learning at all levels of education. This study investigated the relationship between the lecturers’ acceptance of the technology and its’ actual use for teaching. It also determined the influence of sex, academic qualifications and university ownership on the acceptance and actual use of the technology for teaching. The study is a survey. The population consisted all the lecturers in all the universities in southwestern Nigeria. Three hundred lecturers selected from one Federal, one State and one Private university using multistage sampling technique were the sample. AUCT an adapted questionnaire was used for data gathering. Analysis of data showed a significant relationship between acceptance and actual use of cloud computing technology for teaching among the lecturers (R2 = 0.37; p = 0.00). Also neither sex (F(1,274) = 1.83; p > 0.05), academic qualifications (F(3,274) = 0.30; p > 0.05) nor ownership of university (F(3,274) = 2.57; p > 0.05) significantly influenced lecturers’ acceptance of cloud computing technology for teaching. Sex, academic qualifications and ownership of university combined also had no significant influence on the lecturers’ acceptance of cloud computing technology for teaching (F(3,274) = 0.12; p > 0.05). Sex, academic qualifications and ownership of university combined also had no significant influence on the lecturers’ actual use of cloud computing technology for teaching (F(3,274) = 0.23; p > 0.05). Acceptance of cloud computing technology for teaching has positive correlation with actual use among university lecturers in southwestern Nigeria.