A framework development for the adoption of information and communication technology web technologies in higher education systems

Ohei, Kenneth Nwanua; Brink, Roelien

doi:10.4102/sajim.v21i1.1030

Cited by 14 publications

(10 citation statements)

References 27 publications

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“…Findings reveal that personal challenges are experienced more than institutional and technological challenges by the students surveyed. The findings agree with findings by Ohei and Brink (2019), whose study suggested that despite digital tools being pedagogically effective in education systems, human factors, resources and institutional policies posed challenges and needed to be considered. Personal challenges were also reported in a study by Owusu-Fordjour, Koomson and Hanson (2020) on Ghanaian tertiary students who indicated a lack of preparedness for self-guided learning from home during the COVID-19 pandemic.…”

Section: Discussionsupporting

confidence: 89%

Higher education institutional innovation: An analysis of challenges to e-academic advising during emergency remote teaching

Mangundu

2022

SA Journal of Information Management

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Background: The sudden shift by higher education institutions (HEIs) to emergency remote teaching (ERT), driven by the coronavirus disease 2019 (COVID-19) pandemic, pushed academic advisors of HEIs to suddenly shift towards e-academic advising to continue with the provision of academic advisory support services. However, few studies have concentrated on e-academic advising innovation challenges in the context of developing countries.Objectives: Therefore, the objective of this study was to examine students’ challenges in the innovative e-academic advising during ERT in a HEI in South Africa.Method: The study employed an online survey method and a stratified random sampling technique to select 240 first-year university undergraduate students from six faculties for the study. Structural equation modelling (SEM) with post hoc analysis, Bonferroni correlation, factor analysis with promax rotation and the Kaiser–Meyer–Olkin measure of sampling adequacy were employed in analysing the collected data.Results: The findings revealed significantly correlated institutional, technological and personal challenges to e-academic advising. Despite e-academic advising challenges being experienced differently across faculties, findings revealed that students experienced personal challenges more than institutional and technological challenges.Conclusion: Personal challenges are the most important factors for consideration when innovating to e-academic advising. The study concludes that the management of the HEI studied could improve the success of its innovation of integrating e-academic advising solutions to its academic affairs by considering a holistic approach that recognises the multifaceted challenges identified.Contribution: The study contributes to the discussion on student success in online learning environments. Once the challenges are identified, measures can be put in place to address them.

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Section: Discussionsupporting

confidence: 89%

Higher education institutional innovation: An analysis of challenges to e-academic advising during emergency remote teaching

Mangundu

2022

SA Journal of Information Management

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“…Hence, we opted for UTAUT2, where the initial findings in the same context by Kumar and Bervell (2019) showed that the model explained a total variance of 63% of behavioural intention and 70% of use behaviour. Nevertheless, the challenges in adopting technology often relate to human factors such as cultural beliefs, security, information and communication technology infrastructures and higher education organisational policies (Ohei & Brink, 2019). In view of that, we deduced that one of the main factors predicting intention and use is facilitating conditions, which is an antecedent to other factors when learning online.…”

Section: Literature Reviewmentioning

confidence: 93%

Remodelling the role of facilitating conditions for Google Classroom acceptance: A revision of UTAUT2

Bervell

Kumar

Arkorful

et al. 2021

AJET

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Online learning environments have become a contemporary component of global tertiary education due to their affordances. These environments are hinged on internet-based learning management systems and one such tool is Google Classroom. However, empirical studies have indicated that gaps exist in determining how Google Classroom influences students’ behavioural intention to use it for online learning. Accordingly, this study defines a model based on the unified theory of acceptance and technology 2 (UTAUT2) to examine the relationship between facilitating conditions and other variables towards intention formation for Google Classroom usage. Based on a mixed method using the explanatory sequential design, survey data from 163 students were initially analysed using partial least squares structural equation modelling followed by a qualitative approach based on open-ended questions for thematic analysis. Results from the partial least squares structural equation modelling approach validated the hypothesised model confirming the significant predictive relationship of facilitating conditions with effort expectancy, hedonic motivation, habit and social influence but had an insignificant relationship with behavioural intention. Furthermore, hedonic motivation and habit were the main predictors of behavioural intention by masking the role of facilitating conditions. Subsequently, the qualitative outcome indicated that habit and perceived control of using Google applications influence hedonic motivation. Finally, recommendations were made to universities towards policy formation and practice of virtual learning using Google Classroom. Implications for practice or policy: Higher education institutions should create an environment for students to be motivated and enjoy Google Classroom use. Universities should provide Internet, technical and pedagogical support for students’ Google Classroom use. Universities should explain to students the affordances of using Google Classroom. Universities should encourage students to acquire access gadgets (smartphones or tablets) for Google Classroom use.

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“…In 2019, Ohei and Brink 45 have explored the adaptability of ICT in the recent educational field. For this reason, this study inquired about Web 2.0 and Web 3.0 techniques implemented in various universities throughout the world.…”

Section: Literature Reviewmentioning

confidence: 99%

“…It also examined the benefits and the shortcomings of websites and offered some inferences with regard to improvements for website administrators. Besides, kinds of literature from [41][42][43][44][45][46][47][48] deals with the role of Web 2.0 in the recent education system and the hardship for teachers and learners in adopting Web 2.0 technology. Although Web 2.0 plays an essential role in offering e-learning throughout the world, it is experiencing several limitations according to adaptability, operability, understandability, and accessibility.…”

Section: Research Gaps and Challengesmentioning

confidence: 99%

Performance evaluation of accessibility checker tool for educational websites

Seetha

Ayyadurai

2022

Concurrency and Computation

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In recent days, Web 2.0 has become a popular tool including free digital programs which is utilized to create and share student-created projects and products. They are cooperative, multipurpose, easier to utilize digital platforms which boost students for interacting with others or generate and share individualized response products. At the same time, web accessibility checking tools play a vital role in Web 2.0. Therefore, this article aims to investigate the performance of the accessibility checker (AChecker) tool for education and learning websites in Web 2.0. The AChecker validates HTML content for web accessibility issues by providing the location of the web page, uploading an HTML file, or pasting the whole HTML source code from a website. It generates a report of every web accessibility problem for the chosen guidelines for the known, likely, and potential problems. In addition, the AChecker tool is used to examine a set of 25 websites related to education and learning. Brief performance analysis of the AChecker tool takes place using WCAG 1.0 and WCAG 2.0 guidelines. The experimental outcome indicated that the websites are required to be improved for accessibility by everyone.

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A framework development for the adoption of information and communication technology web technologies in higher education systems

Cited by 14 publications

References 27 publications

Higher education institutional innovation: An analysis of challenges to e-academic advising during emergency remote teaching

Higher education institutional innovation: An analysis of challenges to e-academic advising during emergency remote teaching

Remodelling the role of facilitating conditions for Google Classroom acceptance: A revision of UTAUT2

Performance evaluation of accessibility checker tool for educational websites

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