Canadian Education: Factors influencing the adaption of the E-learning at higher education

Abstract

Despite Instructors' technology expertise and government and institution efforts to adopt e-learning platforms, Canada Higher Education is primarily characterized by a traditional classroom atmosphere. The most significant impediment to the full implementation of these platforms is the organizational aspect. The organizational aspect, according to the same authors, consists of a collection of processes and procedures that help university management, which involves an overview of the various factors that are created, or not, in order to ensure the use of e-learning platforms within a university. Following the previous concept, the introduction of an e-learning platform in Canada universities necessitates adequate organizational frameworks and management processes, which promotes the use of this method. Despite the previously mentioned difficulties in implementing e-learning platforms, Canada universities are changing their conventional learning methods and adjusting to the online learning world (Pinto et al. 2012). In terms of open-source solutions, Moodle is the most widely used and user-friendly e-learning platform in Canada's universities. Moodle includes a number of features, including the ability to create a course website, share information among geographically distributed students, and create quizzes, online assessments, and surveys. The universe of this quantitative research was identified as Canada university students in order to identify the factors influencing the use of LMS platforms. Because of geographical considerations, a convenience sample was chosen. Using this criterion, a greater variety of responses and a representative sample of the population surveyed were obtained. The respondents are made up of 231 male students and 178 female students, with an average age of 21.8%. As it can be seen the findings of research hypotheses, as for first research hypothesis which stated that Computer self-efficacy of Moodle LMS impact their use significantly, the B value is higher than 0.05, S.E value is 0.078, t-value 2.415 and p-value is 0.000 accordingly the first research hypothesis is supported. As for second research hypothesis which stated that System usage has a significant impact on the use of Moodle LMS. the B value is higher than 0.05, S.E value is 0.068, t-value 2.631 and p-value is 0.000 accordingly the second research hypothesis is supported.