Adoption of e-learning technology has been carried out by numerous universities in the developing countries with the aim of advancing the knowledge society and economic development. However, the adoption of e-learning technology in the said universities is fraught with challenges leading to low level use for instructional purposes. The study aims at: (i) identifying the predictors of successful adoption of e-learning, (ii) investigating causes of failures of past e-learning information systems initiatives, and (iii) developing a predictive framework for the advancement of e-learning programmes for universities in Uganda. In order to determine possible predictors of successful adoption, the researcher adopted the configurational (Gestalts) approach. The hypotheses were tested in a survey that involved 73 lecturers and 184 students from Uganda’s Makerere University and Gulu University. The respondents’ opinions are obtained using questionnaires and interviews and analysed using descriptive, clustering and deductive thematic analyses techniques. The research identified four analytical clusters from the target group of the lecturers, while the target group of the students are described by six analytical clusters. Results from cluster 1 among lecturers indicate that successful adoption is dependent on being familiar with the objectives of the university’s e-learning policies, finding time to experiment with ICT, availability of financial support and commitment of university management. However, it should be noted that while the study was conducted within two Universities, the majority of the lecturer respondents were from Makerere University. Therefore, while organisational characteristics contribute to the adoption of e-learning among lecturers, their influence is more pronounced in the established university, that is, Makerere. Both lecturers and students adopt e-learning facilities at later stages of their studies or career which raises great concern. The majority of the lecturers in the lead cluster were male and PhD holders while most of the students in the lead cluster were male and in their second year of study. Lecturers in Cluster 1 are adopters because of the knowledge and long-time experience with e-learning facilities compared to their counterparts in Clusters 2 and 3. Students in Cluster 4 were adopters because they had more knowledge and skills in the use of ICTs than their counterparts in the other clusters. Cluster 3 and 6 among lecturers and students respectively were least adopters of e-learning mainly because they were unfamiliar with the university e-learning policy. The main causes of failure of past e-learning information systems initiatives were lack of structured approach to e-learning and inadequate empowerment. From the cluster findings, a predictive framework for the advancement of e-learning programmes in universities in Uganda was developed. It was recommended that: adoption of e-learning technology should be encouraged during the early school years of the students and earlier career years of the academic if universities are to be competitive.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:uct/oai:localhost:11427/31840 |
| Date | 08 May 2020 |
| Creators | Namirembe, Esther |
| Contributors | Kyobe, Michael |
| Publisher | Faculty of Commerce, Department of Information Systems |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Doctoral Thesis, Doctoral, PhD |
| Format | application/pdf |
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