Assessing the Impact of E-Learning Adoption on Learning Behavior in Sierra Leonean Higher Education
Ibrahim Abdulai Sawaneh *
Department of Computer Science, University of Management and Technology, Freetown 00232, Sierra Leone.
Brima Sesay
Department of Economics and Commerce, Fourah Bay College, University of Sierra Leone, Freetown 00232, Sierra Leone.
Samuel Saio Mansaray
Department of Information Studies and Knowledge Management, Fourah Bay College, University of Sierra Leone, Freetown 00232, Sierra Leone.
Mohamed Koroma
Department of Computer Science and Information Technology, Njala University, Njala Mokonde 00232, Sierra Leone.
Phoungphaynome Inthavong
Department of Planning and Corporation, Ministry of Industry and Commerce, Vientiane Capital, Laos.
*Author to whom correspondence should be addressed.
Abstract
This study aims to analyze the adoption of e-learning in higher education institutions in Sierra Leone and its impact on learning Behavior using the Technology Acceptance Model (TAM).
The research employs a survey design, utilizing Structural Equation Modeling (SEM), to analyze the responses of students and lecturers.
The study was conducted in Sierra Leone, involving ten universities. The duration of the study is not specified.
728 students and 327 lecturers were surveyed to assess their attitudes towards e-learning. The TAM was used to predict behaviors based on the perceived usefulness and ease of use of e-learning tools, such as mobile devices and social networking applications.
The findings indicate that e-learning is more likely to be adopted if the tools are perceived as useful and easy to use. Additionally, prior experience with computers enhances the positive perception of e-learning's attributes and attitudes toward its utilization.
The study highlights the potential of e-learning in developing countries like Sierra Leone. It provides insights for stakeholders in the education sector to develop strategies that can promote the adoption of e-learning in regions with similar developmental profiles.
Keywords: E-learning adoption, learning behavior, computer experience, behavioral intention, perceived usefulness