An Empirical Study on E-Learning Uptake by Teaching Staff at Makerere University Business School

Autor/inn/en	Bada, Joseph Kizito; Asianzu, Elizabeth; Lugemwa, Brian; Namataba, Josephine; Milburga, Atceru
Titel	An Empirical Study on E-Learning Uptake by Teaching Staff at Makerere University Business School
Quelle	In: International Journal of Education and Development using Information and Communication Technology, 16 (2020) 2, S.188-206 (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1814-0556
Schlagwörter	Electronic Learning; College Faculty; Business Schools; Integrated Learning Systems; Teacher Attitudes; Teacher Behavior; Intention; Technology Integration; Expectation; Self Efficacy; Value Judgment; Usability; Social Influences; Developing Nations; Foreign Countries; Uganda + Suchen Sie Ihr Suchwort? Fakultät; Lehrerverhalten; Teacher behaviour; Expectancy; Erwartung; Self-efficacy; Selbstwirksamkeit; Werturteil; Sozialer Einfluss; Developing country; Developing countries; Entwicklungsland; Ausland
Abstract	The introduction of practical e-learning pedagogy to university teaching staff brings new opportunities for teaching and learning. Most teaching staff have not been exposed to use of a learning management system. The junior teaching staff at Makerere University Business School (MUBS) were trained to use e-learning tools with the Modular Object-oriented Dynamic Learning Management System (Moodle) as the platform for teaching. Moodle was selected for two reasons: it is open source and available for free download and it has good in-built pedagogical tools. The training course introduced new pedagogical tools that included online lessons, online assessment and collaborative tools in education (wiki, discussion forum). The participants evaluated the e-learning environment as the last activity in the course. The evaluation was done using questionnaires. The results indicate that the staff acquired good e-learning pedagogical skills at the end of the course. Further, results showed acceptance of e-learning by course instructors and usefulness of e-learning, with course instructors expressing their intention to use e-learning in teaching. The study shows that perceived usefulness influences behavioral intention more than perceived ease of use of the learning management system. (As Provided).
Anmerkungen	International Journal of Education and Development using Information and Communication Technology. University of the West Indies Open Campus, Dave Hill, St. Michael BB11000, Barbados. Tel: 868-663-9021; Fax: 868-645-9741; Web site: http://ijedict.dec.uwi.edu/.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01