Virtual campuses in developing countries: an evaluation of the “right connectors” for effective e-learning in higher education institutions in Zimbabwe

Abstract

PurposeThe purpose of this paper is to evaluate the relative effects of three facets or connectors argued to be vital for learners in successful e-learning outcomes in developing economies.Design/methodology/approachData were collected through a survey involving 130 learners. A stratified sampling technique was employed. Regression analyses making use of linear, multiple and PROCESS macro in Statistical Package for the Social Sciences (SPSS) were used to analyze data.FindingsTechnological self-efficacy and social presence are the most important facets needed by participants for effective learning in higher education institutions in developing countries. Learning tools meant to enhance teaching and learning and also contribute to learner satisfaction.Practical implicationsThe findings of the study provide insights to academic administrators to pay close attention to the three connectors in order to ensure quality learning. The findings guide higher learning institutions to adequately and selectively pay attention to the three connections. Deliberate efforts focusing on students' situations, opinions and concerns are vital for learner satisfaction in developing economies.Originality/valueThis study represents a first attempt to examine the effect of the “right connections” for effective learning in developing economies, using a quantitative approach. The findings bring into attention the role of assessing learner inputs and virtual environment in boosting the effectiveness of e-learning. The findings also result in a model that should lead to increased learner satisfaction through the implementation of right connections. The study “disputes” the relevance of a universal e-learning system.