Abstract
Background: The late uptake of technology in education in developing countries has necessitated this study through an evaluation on how Performance Expectancy (PE) and Facilitating Conditions (FC) influence teachers’ behaviour on acceptance and usage of an e-learning platform called Ruzivo. Objective: To investigate teachers’ perceptions on the influence of their acceptance and use of the Ruzivo E-Learning Platform (RELP) through addressing the following key research questions: To what extent do teachers’ perceptions of the use of the RELP enhance learning outcomes? What FC support teachers’ use of the Platform? Method: Based on the Unified Theory of Acceptance and Usage of Technology (UTAUT) model and its variants, a multiple-embedded case study based on both quantitative and qualitative research approaches was designed. Three primary schools participated in a questionnaire survey which captured the knowledge, perceptions and attitudes of teachers on PE and FC. Data on teachers experience with PE and FC was sought from a total of 18 teachers, (11 female and 7 male). Results: The use of RELP has resulted in enhanced student learning outcomes and in the building of constructivist learning environments. Facilitating conditions such as the lack of adequate internet facilities, training and computer resources limit usage. Conclusion: The content of Ruzivo should be revised to align with the demands of the updated curriculum, teachers need additional training on computer, and the project needs to be scaled up to realise the ‘access to education’ goal. Further, an accelerated adoption of e-learning platforms in institutions of learning is warranted.
Highlights
This paper seeks to share the Zimbabwean experience regarding the acceptance and usage of ‘e-learning’ platforms in Zimbabwe
The main objective of this study is to investigate teachers’ perceptions on the influence of their acceptance and use of the Ruzivo ‘e-learning’ platform in three primary schools in the Manicaland province of Zimbabwe
The first part of this section analyses http://www.aejonline.org socio-economic demographics of respondents to have a deeper understanding of the metrics characterising the respondents
Summary
This paper seeks to share the Zimbabwean experience regarding the acceptance and usage of ‘e-learning’ platforms in Zimbabwe. Since 1998, Zimbabwe, an example of a developing country, made traceable significant attempts to establish a knowledge-based society. This is evidenced by policy-driven studies to determine the appropriate course of action notably the Nziramasanga Education Commission (NEC) and the revision of the 1987 Education Act (Chapter 25:04). Other notable strides have been in the recent curriculum review which fosters ‘e-leaning’ platforms In light of these interventions, it is worthwhile to explore whether the Government of Zimbabwe (GoZ) has achieved desired outcomes? In terms of ‘e-learning’ initiatives, developed countries are a little advanced as compared to developing countries This is partly attributed a number of obstacles such as restricted resources of professors and institutions measured both in time and financial terms (Zoroja, Skok & Bach 2014)
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