The Adequacy of UTAUT-3 in Interpreting Academician's Adoption to e-Learning in Higher Education Environments

• Published in: Interactive Technology and Smart Education Vol. 17; no. 1; pp. 86 - 106
• Main Authors: Gunasinghe, Asanka, Hamid, Junainah Abd, Khatibi, Ali, Azam, S. M. Ferdous
• Format: Journal Article
• Language: English
• Published: Bingley Emerald Group Publishing Limited 28.02.2020
• Subjects: Academic Achievement; Acceptance; Adequacy; Beliefs; Blended Learning; College Faculty; Context; Cultural Context; Data analysis; Data collection; Decision making; Delivery Systems; Developing countries; Distance learning; Educational Technology; Electronic Learning; Environment; Epistemology; Expectation; Foreign Countries; Higher education; Higher education institutions; Intention; LDCs; Learning management systems; Methodology; Model testing; Motivation; Online instruction; Parent Participation; Performance enhancement; Random sampling; Random variables; Social Influences; Student Motivation; Teacher Attitudes; Teacher Characteristics; Teachers; Teaching Conditions; Teaching Methods; Technology Acceptance Model; Technology adoption; Technology Integration; Technology Uses in Education; Sri Lanka
• ISSN: 1741-5659; 1758-8510
• DOI: 10.1108/ITSE-05-2019-0020

Purpose: This study aims to assess the adequacy of unified theory of acceptance and use of technology-3 (UTAUT-3) model in understanding academician's adoption to e-Learning, with intent of getting more academicians to accept e-Learning in the Sri Lankan higher education context. Limited validity of the model in an educational context led to this study. The emergence of internet-based technology has changed the way people live, work and study. Technological platforms such as e-Learning have advanced educational systems by enhancing learner experience while benefiting teachers and educators in many ways. Design/methodology/approach: The study used a deductive approach and quantitative methodology, in which a theoretical model was tested using hypotheses to assess causality between study variables. The simple random sampling was used to collect data using a self-administered questionnaire that was sent via Google Forms to targeted respondents. The final sample consisted of 441 academicians who responded to factors of e-Learning adoption on a seven-point Likert scale. Structured equation modelling was used for data analysis. Findings: It was revealed that performance expectancy, effort expectancy, facilitating conditions, habit and hedonic motivation were significant influences of academician's adoption to e-Learning. However, social influence and personal innovativeness in IT were not significant predictors of e-Learning. Research limitations/implications: Due to the scope of the study, the factors that determine e-Learning adoption were limited to UTAUT-3 variables. Additionally, the concept was tested from only an academician's perspective using quantitative methodology. Practical implications: The findings are useful to higher education institute (HEI) administration, instructors and teaching assistants, policymakers to design and implement their online strategy as well as to make appropriate decisions in getting e-Learning accepted among a higher number of local HEI academicians. It is recommended for the decision-makers in the HEIs to consider the effect of the above findings in setting plans for higher e-Learning adoption. For instance, staff training catering to specific departmental needs, continuous awareness building, periodic reviewal of e-Learning system, e-Learning champions, introduction of policies and guidelines to encourage trial usage would be useful in this aspect. Social implications: Successful use of e-Learning would help HEIs to overcome certain issues that exist in a traditional classroom. e-Learning facilitates education delivery beyond time and space while supporting enhanced performance monitoring and skill development which ultimately improve quality of output and institutional performance. Originality/value: The study examined the adequacy of UTAUT-3 in understanding the adoptability to e-Learning. Second, it recognised a set of factors that affect the academic staff acceptance of e-Learning in higher education environments. A useful framework is provided to the HEI's administration to successfully implement e-Learning systems. This study contributes to the growing body of information system literature by examining the validity of UTAUT-3 framework in the use and acceptance of educational technology in a developing country.