Congresos de GKA, [GKA EDU 2020] Congreso Internacional de Educación y Aprendizaje

Tamaño de la fuente: 
Michael Cape Kyobe

Última modificación: 2020-02-22


The adoption of e-learning technology in African universities is fraught with challenges. While a number of frameworks to examine factors impeding adoption exist, many are linear and as such fail to explain complex interactions between the influencing factors. The present study investigated the predictors of successful adoption of e-learning in Uganda.

Literature reviews revealed complex interplay between e-learning influencing factors, which makes it difficult to determine or measure predictors of successful e-learning adoption. The researchers therefore adopted the configurational (Gestalts) approach. Gestalt by definition is a configuration or pattern of organisational features or elements that has attained an adequate high level of coherence or unity as a whole. Gestalt scholars predict that when the elements of an organisation acquire a sufficiently high level of coherence, success is achieved. We therefore argue that the stronger the alignment between university learning environments and human agents, the greater the intention to use, the ability to be innovative with and the acceptance of, e-learning technologies in higher educational environments.

A survey involving 73 lecturers and 184 students from two universities in Uganda was conducted. Cluster analysis was used to determine combinations of university learning environments and human agents that result in successful adoption of e-learning. Four clusters from the lecturers group and six from the students group were identified. The best (most aligned) cluster 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. Both lecturers and students adopt e-learning facilities at later stages of their studies or career which raises a great concern.  The main causes of failure of e-learning information systems were lack of structured approach to e-learning and inadequate empowerment

Palabras clave

Predictors, e-learning, universities, configurational approach