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Exploring Teacher Adoption and Use of an Upgraded eLearning Platform for ICT Capacity Building at University of Rwanda
Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.ORCID-id: 0000-0001-9614-7936
Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
2016 (engelsk)Inngår i: IST-Africa 2016 Conference: Proceedings / [ed] Paul Cunningham, Miriam Cunningham, IEEE Computer Society, 2016Konferansepaper, Publicerat paper (Fagfellevurdert)
Abstract [en]

Integrating technology in pedagogy is a step for ICT capacity building for higher education to meet its current demands. Therefore, the integration of eLearning systems has been problematic, albeit huge investments in ICT infrastructure. This study investigates teacher adoption of a new upgraded eLearning platform being integrated at University of Rwanda. A six-constructs model related to technology adoption was used to design questionnaire and interviews. Closed and open-ended questions seeking perceptions on the UR eLearning environment were used on 87 respondents who were purposively selected. Findings indicate that although participants find the system useful, easy and trustworthy, the intention for adopting and using it is very low due managerial support and technical support. Gaps in policy synergy, incentives, basic infrastructure, managerial and technical support were among the identified bottlenecks contributing negatively to the low degree of teacher intention. The study concludes by proposing some remedies to address the above challenges.

sted, utgiver, år, opplag, sider
IEEE Computer Society, 2016.
Emneord [en]
Teacher perceptions, eLearning platform, Technology adoption, ICT integration, Teacher intention
HSV kategori
Forskningsprogram
data- och systemvetenskap
Identifikatorer
URN: urn:nbn:se:su:diva-136623DOI: 10.1109/ISTAFRICA.2016.7530697ISBN: 978-1-905824-55-7 (digital)OAI: oai:DiVA.org:su-136623DiVA, id: diva2:1055505
Konferanse
IST-Africa Week Conference, Durban, South Africa, 11-13 May 2016
Tilgjengelig fra: 2016-12-12 Laget: 2016-12-12 Sist oppdatert: 2019-12-04bibliografisk kontrollert
Inngår i avhandling
1. Improving IT Integration for Higher Education Institutional Performance: Towards a Contextualised IT-Institutional Alignment Model
Åpne denne publikasjonen i ny fane eller vindu >>Improving IT Integration for Higher Education Institutional Performance: Towards a Contextualised IT-Institutional Alignment Model
2019 (engelsk)Doktoravhandling, med artikler (Annet vitenskapelig)
Abstract [en]

The integration of information technology (IT) into service delivery is currently seen as an innovative strategy to support the modernising of universities worldwide. However, in some institutions in developing countries, including Rwanda, IT has failed to add the intended value to university services, despite huge associated investments in IT. Consequently, IT-organisational alignment continues to be a primary concern for university managers. This alignment is viewed in terms of its strategic, socio-cultural, and technological dimensions. For effective IT-institutional alignment, several antecedents (alignment practices) for creating an appropriate fit between IT and organisations have been suggested in the literature. However, several studies exploring IT alignment focused mainly on general business companies, and similar research with an emphasis on higher education institutions is still scarce. Therefore, the aim of this research was twofold: firstly, it attempted to understand the process of IT integration into universities; and secondly, to propose a contextual model for IT-institutional alignment within a higher education context. A design science research methodology (DSRM) was applied in this research, using surveys and case studies as research strategies. Preliminary findings at the exploration phase of this research indicated a strong misalignment between IT and the university services caused by the lack of clearly defined alignment practices. Furthermore, as the research main outcome, an IT-Institutional Alignment Model (ITIAM) was proposed after reaching an understanding of the current state and challenges related to IT integration into teaching, learning, research and university administration. This model includes 44 alignment practices, related to both technical and non-technical dimensions. These alignment practices were clustered under six categories: (1) Communication, (2) Structure/Governance, (3) Technology Scope, (4) Competence/Value Measurement, (5) Skills, and (6) Partnership. Alignment practices related to institutional structure and governance, skills and communication were found to have a strong positive influence on the institutional performance, as compared to those related to competence and value measurement, partnership, and technology scope. Based on the research findings, the proposed ITIAM, which was iteratively tested and evaluated using case study institutions, was found to be a relevant tool for guiding the implementation of IT systems towards the improvement of institutional performance. Hence, this thesis makes a theoretical contribution by applying the concept of IT alignment within a higher education context and by documenting the empirically tested contextual alignment practices as conveyed in the ITIAM Model. Additionally, as a practical implication, the results can serve as a reference for an effective IT integration process in university services and for how to improve performance through effective use of IT in teaching, learning, research and educational management.

sted, utgiver, år, opplag, sider
Stockholm: Department of Computer and Systems Sciences, Stockholm University, 2019. s. 131
Serie
Report Series / Department of Computer & Systems Sciences, ISSN 1101-8526 ; 19-008
Emneord
IT integration, IT alignment, Alignment practices, Design science research, Innovation diffusion, Technology adoption, Institutional performance, Higher education, Artefact Evaluation
HSV kategori
Forskningsprogram
data- och systemvetenskap
Identifikatorer
urn:nbn:se:su:diva-168811 (URN)978-91-7797-741-4 (ISBN)978-91-7797-742-1 (ISBN)
Disputas
2019-09-06, L70, NOD-huset, Borgarfjordsgatan 12, Kista, 14:00 (engelsk)
Opponent
Veileder
Forskningsfinansiär
Sida - Swedish International Development Cooperation Agency
Tilgjengelig fra: 2019-08-14 Laget: 2019-05-09 Sist oppdatert: 2020-05-18bibliografisk kontrollert

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