Faculty of Humanities and Social Sciences

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Browsing Faculty of Humanities and Social Sciences by Author "Afolabi, Oluwafemi Sunday"

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    Academics’ adoption and use of moodle in selected South African Universities
    (University of Zululand, 2024) Afolabi, Oluwafemi Sunday; Dr. P. Dlamini; Dr. N. Evans
    The widespread adoption of e-learning resources since the start of the twenty-first century has significantly transformed the storage, access, and distribution of information in higher education institutions. The COVID-19 pandemic accelerated the use of Learning Management Systems (LMS), such as Moodle, in many institutions worldwide, including those in South Africa. This study aimed to investigate the adoption and use of Moodle by academics at the University of Zululand (UZ) and the University of KwaZulu-Natal (UKZN) with the view of providing practical and theoretical knowledge to develop best strategies that can improve the adoption and use of Moodle. The specific research objectives were: 1. To assess the level of use of Moodle by academics in the selected universities before, during, and after COVID-19. 2. To determine the purpose of Moodle use by academics in the selected universities. 3. To examine the factors influencing the behavioural intention of academics in the selected universities to use Moodle. 4. To identify the challenges faced in the adoption and use of Moodle among academics in the selected universities. 5. To examine the moderating effect of age, gender, and experience on the adoption and use of Moodle by academics in the selected universities. The study was guided by the Unified Theory of Acceptance and Use of Technology (UTAUT), this study followed a positivist research paradigm, utilizing a quantitative approach. A Priori Power analysis determined the minimum sample size, and data were collected through an online questionnaire using Microsoft Forms. A total of 150 academics participated in the study (61 from UZ and 89 from UKZN), representing response rates of 47% and 68%, respectively. Data were analysed using descriptive statistics and Partial Least Squares Structural Equation Modelling (PLS-SEM). The results revealed that before COVID-19, most academics preferred face-to-face teaching, but during the pandemic, online teaching became more favoured. Post-COVID-19, a hybrid teaching approach was preferred. Academics mainly used Moodle for communication, delivering course content, and monitoring student attendance, as well as for assignments, quizzes, and chats. At UZ, performance expectancy significantly influenced academics’ intention to use Moodle, whereas effort expectancy and social influence did not. Facilitating conditions were also not influential. At UKZN, both performance expectancy and social influence significantly impacted the intention to use Moodle, while effort expectancy did not. Facilitating conditions and behavioural intention significantly affected usage behaviour. The moderating effects of gender, age, and experience were found to be insignificant at both universities. Challenges identified included poor internet bandwidth, lack of institutional policy on Moodle use, unreliable electricity supply, poor ICT skills among academics, and limited hardware availability. The study concluded that it is essential to provide conducive conditions for Moodle usage and develop an intuitive interface to enhance academics’ intention to use the platform. While the results are specific to UZ and UKZN and cannot be generalized to other universities, they contribute to the theoretical validity and empirical applicability of the UTAUT model in the context of Moodle adoption. The study recommended that both universities promote blended learning, encourage regular Moodle usage, and organize training sessions to equip academics with the necessary skills. These results have significant implications for e-learning implementation policies in higher education institutions in South Africa and globally. The originality of this study lies in its specific context, subject matter, and application. Its results are valuable for further research, teaching, and learning, as well as for informing e-learning policies in higher education institutions.
University of Zululand