Digital technologies in resource constrained higher institutions of learning: a study on students\u2019 acceptance and usability

Fiona P Tulinayo,Rovincer Najjuma,Peter Ssentume

doi:10.1186/s41239-018-0117-y

Abstract

Digital technologies offer opportunities that facilitate blended, on-line and mobile learning. However, little is known regarding their usability and acceptance in resource constrained higher institutions of learning. The purpose of this study therefore is to contribute to the growing evidence on the use and acceptance of digital technologies in a blended learning context. The Technology Acceptance Model (TAM) is applied in this investigation. Results were obtained by descriptive, correlation and regression analysis, using data collected from a sample of 341 students doing their undergraduate programs. Findings confirm the original TAM’s constructs and embedded in the external constructs are; students’ access, students’ awareness, student capacity and lecturer characteristics. From this, a model is derived. Findings have led to relevant theoretical and practical implications.

Highlights

Digital technologies denote a wide range of technologies, tools, services and applications using various types of hardware and software (Rice 2003)
The remainder of this paper is structured as follows: in Section Background we present the background of the study; Section Related works are related works; Section Research approach is the research approach, and data collection
In 2004, the gross higher education enrollment ratio grew from 2.5% in 1995 to 4.1% (NCHE, 2005) (National Council for Higher Education 2005)

Summary

Introduction

Digital technologies denote a wide range of technologies, tools, services and applications using various types of hardware and software (Rice 2003). Notes that the use of digital technologies improves the quality of teaching and learning, efficacy and accessibility (Moya et al 2011). In 1970, the enrollment rates for higher institutions of learning in Sub-Saharan Africa were among the lowest in the world, but over the last 40 years, they have ascended from less than 200,000 students to 4.5 million in 2008 and around 10 million (Hayward and Ncayiyana 2014). In the 1990s, public private partnerships (PPPs) were introduced with a hope of improving the provision of services, quality and accessibility of higher education. Adoption of digital technologies for teaching and learning could potentially address the needs of the increasing students’ enrollment ratios

Objectives

Results

Discussion

Conclusion