The Influence of Individual and Organizational Factors on Readiness to Accept Online Learning among Higher Education Lecturers in Nigeria

Autor/inn/en	Ogbodoakum, Nnamdi; Ayub, Ahmad Fauzi Mohd; Abiddin, Norhasni Zainal
Titel	The Influence of Individual and Organizational Factors on Readiness to Accept Online Learning among Higher Education Lecturers in Nigeria
Quelle	In: Knowledge Management & E-Learning, 14 (2022) 3, S.304-328 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Ogbodoakum, Nnamdi) ORCID (Ayub, Ahmad Fauzi Mohd)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Online Courses; Self Efficacy; Predictor Variables; Learning Management Systems; Organizational Climate; College Faculty; Technological Literacy; Foreign Countries; Teaching Methods; Teacher Attitudes; Educational Benefits; Educational Administration; Technology Uses in Education; Pedagogical Content Knowledge; Nigeria + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Self-efficacy; Selbstwirksamkeit; Prädiktor; Organisationsklima; Fakultät; Technisches Wissen; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Bildungsertrag; Bildungsverwaltung; Schuladministration; Schulverwaltung; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Pädagogische Kompetenz
Abstract	Information and communication technology have revolutionised many aspects of human interactions. One area which has received profound transformation is education and learning. Although technology-enhanced learning has widened access, and improved performance and quality; little has been achieved in many developing countries. The study is aimed at examining the predictors of readiness to accept online learning methods among faculty members (lecturers) in higher education institutions in Nigeria. Following the literature reviews, five factors (online learning attitude, online learning self-efficacy, management support, online content readiness and perceived benefit) were identified as the possible predictors of readiness to accept the online learning method. Using a sample of 277 valid respondents selected through proportional stratified sampling in 3 higher education institutions, it was found that online learning self-efficacy, management support, online content readiness and perceived benefit had statistically significant effects on readiness to accept online learning platforms among faculty members. Online learning attitude has no statistically significant effect on readiness to accept online learning methods. The study implies that faculty members (lecturers) who are confident in their ability to use the online learning method together with management support, institution E-content readiness and perception of benefit would accept the online learning method in teaching and learning. (As Provided).
Anmerkungen	Laboratory of Knowledge Management & E-Learning. Web site: http://www.kmel-journal.org/ojs/index.php/online-publication
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01