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Autor/inn/enBigirwa, June Patrick; Ndawula, Stephen; Naluwemba, Esther Frances
TitelDoes the School Financing Role Matter in E-Learning Adoption? An Explanatory Sequential Study in Midwifery Schools in Uganda
QuelleIn: Contemporary Educational Technology, 12 (2020) 1, S.264 (10 Seiten)Infoseite zur Zeitschrift
PDF als Volltext kostenfreie Datei Verfügbarkeit 
ZusatzinformationORCID (Bigirwa, June Patrick)
ORCID (Ndawula, Stephen)
ORCID (Naluwemba, Esther Frances)
Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN1309-517X
SchlagwörterForeign Countries; Obstetrics; Electronic Learning; Adoption (Ideas); Educational Finance; School Funds; Developing Nations; Health Education; Fees; Role; Uganda
AbstractDespite the high level of investment on e-learning programs in Uganda, there is a low adoption of this new pedagogy in midwifery schools. This trend is likely to frustrate government's efforts to improve the skill mix, competencies and numbers of midwives. This research sought to establish whether school financing role was essential to e-learning adoption, and the salient traits of school financing role to be focused on by midwifery schools. An explanatory sequential mixed methods design was employed, ten midwifery schools were sampled with 167 respondents. A moderate positive relationship between school financing role and e-learning adoption (r = 0.402, p = 0.000, n = 167), was ascertained and school financing role accounted for 15.7% of the variance in e-learning adoption. The salient traits were; diversified sources of funds, deliberate efforts to expand sources of funds, coordination mechanisms for the sources of funds, affordable school fees structure, and a convenient fees payment system. Midwifery schools ought to implement these traits if they are to improve e-learning adoption. (As Provided).
AnmerkungenContemporary Educational Technology. Faculty of Communication Sciences, Anadolu University, Yunus Emre Campus, Eskisehir 26470, Turkey. e-mail: editor@cedtech.net; Web site: http://www.cedtech.net
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2022/1/01
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