Abstract
While research into the adoption of e-learning in Nigeria has mainly focused on its use in public Higher Education Institutions (HEIs), there is still a lack of research on factors affecting students’ use of e-learning in private HEIs in Nigeria. This study, therefore, explores factors influencing the use of e-learning by students in private HEIs in Nigeria using Technology-Organisation-Environment (TOE) framework. We use a data collection method encompassing semi-structured interviews with 15 students from L-University drawn purposefully from the Landmark directory and a hybrid thematic analysis to analyse the data. Our findings reveal that technology-related factors (ease of use, speed accessibility and service delivery), organisation-related factors (training support and diversity), environment-related factors (attitudes of the users) and impact-related factors (learning experience, skill development, academic performance, and degree of engagement) influence the students’ adoption of e-learning facilities. We develop an extended TOE framework that integrates the impact context which considers the students likely expectations if these facilities are fully adopted and implemented. The study also unveils techniques that may accelerate the development of e-learning structure in private HEIs and which could provide the opportunity of assisting communities of learners to adopt and use e-learning facilities regularly.
Highlights
The continual advancement in information technology has provided the Higher Education Institutions (HEIs) with the opportunities to advance their teaching and research since these institutions deliberately depend on rapid information to become proactive (Agostini and Nosella, 2020; Eze et al, 2018; PR Newswire, 2019; Chuang et al, 2009; Awa et al, 2011; Maldonado et al, 2011; Economides and Jeziorski, 2017)
Most HEIs try to cope with the state-of-the-art Information Communication Technology (ICT) (Eze and Chinedu-Eze, 2018) by making an enormous investment on Information Technology (IT) platforms to remain competitive despite the alarming rate at which such applications advance in the modern Information Systems (IS) marketplace (Al-Gahtani, 2016; Bhuasiri et al, 2012; Zhang et al, 2010; Kotler, 1984; Abdulhamid et al, 2017; Eze et al, 2019)
The study explored the views of students of private HEIs on the utilisation of e-learning facilities
Summary
The continual advancement in information technology has provided the HEIs with the opportunities to advance their teaching and research since these institutions deliberately depend on rapid information to become proactive (Agostini and Nosella, 2020; Eze et al, 2018; PR Newswire, 2019; Chuang et al, 2009; Awa et al, 2011; Maldonado et al, 2011; Economides and Jeziorski, 2017). Most HEIs try to cope with the state-of-the-art Information Communication Technology (ICT) (Eze and Chinedu-Eze, 2018) by making an enormous investment on IT platforms to remain competitive despite the alarming rate at which such applications advance in the modern Information Systems (IS) marketplace (Al-Gahtani, 2016; Bhuasiri et al, 2012; Zhang et al, 2010; Kotler, 1984; Abdulhamid et al, 2017; Eze et al, 2019). According to Wang (2009), E-learning consists of IT-based innovations in education with a pool of technology-enabled platforms that provide alternative and innovative learning methodologies compared to the conventional learning methods (Bates and Jenkins, 2007)
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