PREDICTING THE ACCEPTANCE OF ELECTRONIC LEARNING BY ACADEMIC STAFF AT THE UNIVERSITY OF ZULULAND, SOUTH AFRICA

Abstract

In this article we provide a quantitative method to predict the acceptance of electronic learning resources by academic staff in a blended learning environment at the University of Zululand. Conceptually the study followed a positivist epistemological belief and deductive reasoning, but this article will also embrace the interpretive research paradigm to include the researchers’ insights on the results. Inferential statistics were used to predict the level of acceptance of e-learning and show the strengths and significances of the postulated Unified Theory of Acceptance and Use of Technology (UTAUT) model’s relationships. From the results, the majority of academic staff accepts the use of e-learning resources. The study concludes that UTAUT’s moderate accuracy and relevance could be improved by adopting contextualised socio-economic moderators relevant to the education sector rather than adopting those found to be significant in the financial sector of Venkatesh et al.’s (2003) study. The study’s recommendations would be firstly, to provide useful resources that will improve both teaching and learning, and secondly provide appropriate skills development and support for these resources. Another recommendation was the introduction of user policies to instill mandatory use of these resources by academic staff while concluding that the social influence relationship will strengthen with the increased interactions and relationships between management, academic and support staff.