E-learning Adoption by Lecturers in Selected Zimbabwe State Universities: An Application of Technology Acceptance Model

Abstract

The Technology Acceptance Model has widely been used in various studies in understanding information systems. However, this has been used intensively in developed economies with little application in developing economies like Zimbabwe. The rapid diffusion of the Internet has generated a rejuvenated interest and motivation in the role of new information and communication technologies in higher education and learning in Zimbabwe. The major purpose of the study was to explore the attitude of Zimbabwean lecturers in universities towards e-learning systems by applying TAM. Five hypotheses were developed basing on this model. The results indicated that significant relationships were recorded for perceived usefulness, perceived ease of use, attitude and behavioural intention to use e-learning. However, the relationship between perceived usefulness was not supported. A path model was developed to analyse the relationships between the variables that explain the attitudes of lecturers towards acceptance of the e-learning system. This study was important in that it was able to gauge the preparedness of state university lecturers towards e-learning use and it also discussed the benefits and challenges of the system to university communities and their employees. The outcomes of e-learning will enhance the lecturers‘ appreciation of e-learning acceptance and will assist the Zimbabwean government decision makers in planning, evaluating and implementationof e-learning at various levels of learning establishments. Key words: Adoption, Attitude, E-learning, Lecturers, Technology Acceptance Model (TAM), Zimbabwe State Universities