Examining Virtual Learning Acceptance Among Higher Learning Institutions' Lecturers: A UTAUT Theory Approach

Abstract

This study examined virtual learning acceptance among Higher Learning Institutions' lecturers using the UTAUT theory approach, notably the Institute of Accountancy Arusha and the Institute of Finance Management. A descriptive research design was used in this study, and a convenient sampling technique was employed. Both primary and secondary data were used in the data collection exercise. The data collected was processed and analysed using the Statistical Package for Social Sciences. Findings revealed that performance expectancy, effort expectancy, and social influence positively affect behavioural intention. HLI's lecturers accept virtual learning. The results revealed that facilitating conditions positively affect user behaviour to accept virtual learning. The findings of this study showed that behavioural intention positively affects user behaviour when taking virtual learning. This study recommends that future studies be designed to compare and contrast the predictive power of the different competing theories, such as the theory of planned behaviour, the technology acceptance model, the theory of reasoned action, and the diffusion of innovation theory.