Department of Physics and Computer Science

Permanent URI for this collectionhttps://dspace.njala.edu.sl/handle/20.500.144402/139

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Start date: 2018Subject: search.filters.subject.e-learning adoption

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    Assessing the Impact of E-Learning Adoption on Learning Behavior in Sierra Leonean Higher Education
    (Sciencedomain International, 2024-03-23) Sawaneh, Ibrahim Abdulai
    This study aims to analyze the adoption of e-learning in higher education institutions in Sierra Leone and its impact on learning Behavior using the Technology Acceptance Model (TAM). The research employs a survey design, utilizing Structural Equation Modeling (SEM), to analyze the responses of students and lecturers. The study was conducted in Sierra Leone, involving ten universities. The duration of the study is not specified. 728 students and 327 lecturers were surveyed to assess their attitudes towards e-learning. The TAM was used to predict behaviors based on the perceived usefulness and ease of use of e-learning tools, such as mobile devices and social networking applications. The findings indicate that e-learning is more likely to be adopted if the tools are perceived as useful and easy to use. Additionally, prior experience with computers enhances the positive perception of e-learning's attributes and attitudes toward its utilization. The study highlights the potential of e-learning in developing countries like Sierra Leone. It provides insights for stakeholders in the education sector to develop strategies that can promote the adoption of e-learning in regions with similar developmental profiles.
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    Determinants of E-Learning Adoption among Students in Sierra Leone's Public Tertiary Institutions: A Cross-Institutional Survey of Digital Readiness, Communal Learning Preferences, and Platform Fit
    (Journal of Advanced Multidisciplinary Studies, 2026-10-07) Koroma, Mohamed
    The global COVID-19 pandemic has forced Higher Education (HE) institutions to undergo a digital transformation that has reshaped their operations and made online learning platforms a necessity instead of a luxury. The adoption of e-learning is not uniform in Sierra Leone where seven public tertiary institutions have more than 40,000 students. Learners often use the resources provided for the course, but do not use interactive and collaborative resources very often. This partial adoption brings up important questions relating to how certain student behaviors are connected to the use of e-learning platforms, and why adoption levels may differ in various institutional contexts. This study investigates adoption factors of e-learning from students' perspectives in public tertiary institutions in Sierra Leone, which includes digital readiness, communal learning orientation and platform fit. The study combines existing technology acceptance factors with culturally-based constructs and context factors. The design of the study used was cross-sectional with 1100 undergraduate students from seven institutions. Hypothesized relations were tested by using partial least squares structural equation modelling. The results indicate that communal learning orientation had a significant total direct effect on e-learning adoption, and this effect was partially mediated by platform fit which accounted for 51.9% of the total effect. The results indicated that there were significant differences between the groups, with perceived usefulness being the most important at the institutions that had partial implementation of LMS, the facilitating conditions at the institutions where infrastructure was limited, and the digital readiness at the polytechnic. The study has both theoretical and practical implications, as it offers a possible mediating mechanism (platform fit), and evidence for differentiated intervention frameworks, and methodological implications by operationalizing communal learning orientation as a measurable construct.