Investigating the Factors Influencing Students' Intention to Adopt E-Learning in a Small Island Developing State (SIDS) Economy: Evidence from Mauritius

Abstract

This study is designed to investigate the factors influencing students' intention to adopt electronic learning (e-learning) in a Small Island Developing State (SIDS) economy. The overarching theory underpinning this study is the Technology Acceptance Model (TAM) which has been extended to include the learner's computer self-efficacy, the course flexibility and the instructor's attitude dimensions. Constructs from this extended TAM were used to design a questionnaire that was administered among 494 students using a survey method. Relevant hypothesis were formulated and tested using multiple regression analysis. The results indicate that gender, type of course, Internet experience, prior experience in e-learning/mixed mode courses and initial proficiency level in e-learning significantly impacted on student's intention to enroll for a fully online degree programme. Furthermore, computer self-efficacy, course flexibility and the instructor's attitude were found to be pertinent antecedent to the Perceived Ease of Use (PEOU) and Perceived Usefulness (PU) while (PEOU) and (PU) were both found to be predictors of attitude towards e-learning. These results have managerial implications for higher education institutions which need to pay a close attention to the factors influencing students' attitude towards e-learning.

Covid-19 Impacts on Digital Education in Mauritius: A Digital Readiness Analysis

“…However, the findings of this study show that online teaching in Mauritius is more of a contingency plan to maintain continuity of teaching and learning during school closures rather than a well-planned system based on the mentioned imperatives, as highlighted by the participants. The outcomes of this study actually align with the findings of Sannegadu et al (2018) who showed that the adoption of innovative mode of e-learning is still limited in Mauritius due to the lack of learners' self-efficacy and teachers' attitudes and intentions of teachers to the use of online system.…”

“…In most cases, examinations have either been cancelled. In fact, most grades from grade 1 to 13 have been cancelled, instead of shifting to contextualised 'Online Learning Assessment system'" "There is a real need to develop a contextualised online assessment mechanism in the education system" These findings are backed by several researchers such as Ramkissoon, Belle & Bhurosy (2020), Sannegadu, Seethiah, Dookhony, Gunesh & Jagessur (2018), Kattoua, Al-lozi & Alrowwad (2016), Tarhini, Hone & Liu (2014), Al-Adwan et al (2013, Shroff et al (2011) andCgaran &Pavri (2004) who showed that if not properly planned and stakeholders not properly trained, online teaching and learning cannot be effective. Qadir (2020) explained that effectiveness of online education depends on setting the proper mechanism that ensures that quality, inclusiveness and equity imperatives of online Covid-19 Impacts On Digital Education In Mauritius: A Digital Readiness Analysis teaching and learning are improved and at no point compromised.…”