Abstract
Background: The use of electronic learning (e-learning) systems is gaining popularity especially within a Higher Education (HE) context. However, scholars have identified some factors that affect the utilisation and the acceptance of such systems, one of which is the gender divide, which favours mostly males ahead of females.Objectives: The objective of this study was to investigate the acceptance of the e-learning system within a South African HE setting, including the influential role of gender in the acceptance of such a system. Method: Quantitative data was collected through a cross-sectional survey using 113 registered final year students at a South African university who were making use of an e-learning system as part of their teaching delivery. The measuring instrument used was the technology acceptance instrument (TAI) and included measures of computer self-efficacy (CSE), perceived ease of use (PEU), perceived usefulness (PU), and behavioural intention to use (BIU). Results: The presence of a gender divide was found to exist in this study. Women’s ratings of the acceptance of e-learning systems were found to be slightly higher than those of the male respondents. In addition to this, elements of the TAI were found to be related to one another. Conclusion: The study concludes by arguing that lecturers and facilitators need to pay attention to usage patterns of e-learning systems as they affect how such systems are adopted by their students. Therefore, preceding student acceptance of electronic learning systems should be efforts to address any issues that affect the acceptance and effective utilisation of such systems.
Highlights
Information Communication Technology (ICT) is being incorporated by educational institutions with the aim of aiding the learning process
The presence of a gender divide was found to exist in this study where women were found to rate other TAM constructs higher than men, thereby contradicting other empirical studies
An interesting angle to investigate could be the experience of male end-user experience of an e-learning system. This is especially relevant as this study found ratings of TAM constructs to be lower for males than females, a finding that is a stark contrast to previous findings explored in the literature review; a qualitative angle can be useful in understanding this
Summary
Information Communication Technology (ICT) is being incorporated by educational institutions with the aim of aiding the learning process. E-learning systems are those that incorporate the use of technology to aid instructional content or teaching delivery (Moore, Dickson-Deane & Galyen 2011). The advantages of such systems are widely documented. Saadé and Bahli (2005) highlight e-learning systems as using features such as bulletin boards, chat rooms, private email, course content management, quizzes and peer assessment. These bulletin boards help to facilitate teaching practice and to enhance interaction between faculty and its students. Scholars have identified some factors that affect the utilisation and the acceptance of such systems, one of which is the gender divide, which favours mostly males ahead of females
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