Tangible Resources and Effective E-Learning Implementation in Selected Ugandan Public Universities

Abstract

This study assessed the influence of tangibles resources on the effective implementation of e-learning during and beyond the COVID-19 pandemic era in public universities in Uganda. The concept of tangible resources was based on Resource Based View Theory. Universities' tangible resources for e-learning were operationalized in terms of ICT teaching facilities, access to ICT facilities, e-library resources, and university ICT implementation policies. Using a cross-sectional survey design, data were collected from a sample of 312 academic staff using a questionnaire survey. Data were analysed using descriptive statistics and structural equation modeling (SEM). The findings revealed that access to ICT facilities and university ICT policy positively and significantly predicted e-learning implementation. However, ICT teaching facilities and libraries e-resources positively but insignificantly predicted e-learning implementation. The conclusions of the study were to the effect that access to ICT facilities and universities' ICT policies are imperative for the implementation of e-learning. Nevertheless, ICT teaching facilities and libraries' e-resources do not necessarily lead to the effective implementation of e-learning. The study recommended that university managers should make effort to ensure that ICT facilities are accessible to lecturers and students, and develop policies guiding the implementation of e-learning. University managers should also make university ICT resources and library e-resources more accessible to lecturers and students.

School resources and effective implementation of e-Learning in secondary schools in Kasese Municipality, Uganda

“…Capabilities encompass the latent capacities that drive operations due to accumulated know-how (Othmana et al, 2015). In the context of e-learning, tangible resources include ICT facilities such as computers, the internet, and broadcasting technologies, as well as ICT policies that incorporate ICT as a teaching and learning tool (Mugizi & Rwothumio, 2023a).…”

“…Examples of tangible resources include ICT teaching facilities, e-library resources, and implementation policies that facilitate instructional and learning processes. Specifically, ICT teaching facilities encompass assets such as computers, the internet, and video streaming technologies (Mugizi & Rwothumio, 2023a). Scholars (Alamsyah et al, 2022;Almaiah & Al-Khasawneh, 2020;Eli-Chukwu et al, 2023;Ismail et al, 2020;Masood et al, 2019;Mugizi & Rwothumio, 2023a;Rahman et al, 2022;Rajchelt-Zublewicz et al, 2019;Saleh et al, 2022) have examined the relationship between tangible resources and e-learning.…”

“…Specifically, ICT teaching facilities encompass assets such as computers, the internet, and video streaming technologies (Mugizi & Rwothumio, 2023a). Scholars (Alamsyah et al, 2022;Almaiah & Al-Khasawneh, 2020;Eli-Chukwu et al, 2023;Ismail et al, 2020;Masood et al, 2019;Mugizi & Rwothumio, 2023a;Rahman et al, 2022;Rajchelt-Zublewicz et al, 2019;Saleh et al, 2022) have examined the relationship between tangible resources and e-learning. However, some of these studies have identified gaps in the evidence.…”