Evaluation of factors predicting academic staff acceptance of e-learning at the Centre for Distance Learning, University of Maiduguri, Nigeria

Abstract

Distance learning from both the pedagogical and technological perspectives is changing fast; and the predominance of e-learning as a delivery method for instruction and a policy issue is well documented. This paper examines the factors predicting academic staff acceptance of e-learning at the Centre for Distance Learning, University of Maiduguri, Nigeria. Understanding the nature of these factors may assist distance learning centres in Nigeria to promote the integration of e-learning technologies in teaching and learning. Data was collected through a survey of 213 academic staff who participated in tutoring 2010/2011 academic sessions and this data was analysed using descriptive statistics and stepwise multiple regression. The paper adopted a ‘unified theory of acceptance and use of technology’ (UTAUT) as its theoretical framework. The results show that facilitating conditions, effort expectancy and social influence are the three significant factors that predict academic staff acceptance of e-learning. It suggests among other things that distance learning centres should sensitise academic staff to the advantages of e-learning so that ultimately their e-learning acceptance is enhanced.