Impediments to Acceptance of Online Learning in Two Developing International Locations

Proceedings of the 11th International Conference on Education Technology and Computers Pub Date : 2019-10-28 DOI:10.1145/3369255.3369256

S. Oluyinka, Anatalia N. Endozo, Richard G. Daenos

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引用次数: 3

Abstract

Several studies claimed that the benefits of online learning cannot be ignored, the statement yet endorsed in most of the developing countries. However, this current study compared online learning acceptance within the context of two developing international locations. Technology acceptance model adopted to recommend and compare impediments to learning through the use of technology among learners in Nigeria and Philippines. Version three of SmartPls utilized as the statistical instrument to scrutinize over 1300 respondents. Hypothesized; the impact of electric power, technical resources, simple to use and perceived usefulness on learning through the technology found significant. Furthermore, the total variance explained of 53% for Nigeria and a total of 50 % variance explained achieved in the case of the Philippines. Impact of electric power regressed on the simple to use also supported in both models. Thus, replication of this study might also increase the generalizability of the results achieved.

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两个发展中国家接受在线学习的障碍

几项研究声称，在线学习的好处不容忽视，这一说法尚未得到大多数发展中国家的认可。然而，本研究比较了两个发展中国家对在线学习的接受程度。采用技术接受模型来推荐和比较尼日利亚和菲律宾学习者通过使用技术学习的障碍。SmartPls的第三版被用作统计工具，审查了1300多名受访者。假设;电力、技术资源、使用简单性和感知有用性对通过技术学习的影响显著。此外，尼日利亚的总方差解释为53%，菲律宾的总方差解释为50%。电力回归对简单使用的影响也在两种型号中得到支持。因此，这项研究的重复也可能增加所取得的结果的普遍性。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Proceedings of the 11th International Conference on Education Technology and Computers

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