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Acceptance and Use of Web-based Learning Environments/E-learning Environments in Higher Education: West African learners experience.
PROCEEDINGS

, University of Tampere, Finland

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in New Orleans, LA, USA ISBN 978-1-939797-12-4 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

Use of web-based learning environments (WBLEs)/e-learning environments in pedagogical practices in Higher Education (HE), since revolutionary reform in teaching-learning methods from traditional teaching methods to use of technology, through use of computers, has become a force as it is within every society. This study aims to identify learners’ level of acceptance and use of WBLE/e-learning environment in HE’s primary education process in Gambia, Ghana and Nigeria. This study is adapted to recent studies on “Technology Acceptance Model and E-learning” (Masrom, 2007), “Extending the Technology Acceptance Model to Account for Social Influence: Theoretical Bases and Empirical Validation” (Malhotra & Galletta, 1999), and “Students’ perceptions of E-learning at the University of Jordan” (Almarabeh, 2014). Similar to these studies, this study used the Technology Acceptance Model (TAM) and its findings in support of Almarabeh (2014), showed that W/A learners in HE will accept and use WBLE.

Citation

Ogunbase, A. (2014). Acceptance and Use of Web-based Learning Environments/E-learning Environments in Higher Education: West African learners experience. In T. Bastiaens (Ed.), Proceedings of World Conference on E-Learning (pp. 1467-1475). New Orleans, LA, USA: Association for the Advancement of Computing in Education (AACE). Retrieved October 20, 2019 from .

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