ADOPTION OF E-LEARNING SYSTEMS IN TANZANIAS UNIVERSITIES: A VALIDATED MULTI FACTORS INSTRUCTORS MODEL

摘要

Current studies indicate that there is no comprehensive instructor model in e-learning systems? adoption in universities in Tanzania. This paper addresses this problem by developing an instructor model through adapting DeLone and McLean (2003) information system success model. The developed research model answers the following debatable questions: (1) what are the factors which affect the adoption of e-learning systems? in universities in Tanzania? (2) what is the model which systematically affect adoption of e-Learning systems? in Tanzania? (3) How can this proposed model be validated? This research study employs quantitative, cross-sectional survey, designed for a total of 86 instructors in eight universities in Tanzania. The data is analysed using the Structural Equation Modelling (SEM) using Analysis of Moment of Structure (AMOS 21 software). The results show that the predictors of adoption of e-learning systems in universities include: (1) Service Quality (SQ), (2) Technical Service Quality (TSQ), (3) Course Quality (CQ), (4) Intention to Use (ITU), (5) E-Learning Actual Use (EAU), and (6) Instructor Satisfaction (IS). These findings will help universities, government, e-learning institutions and other e-learning stakeholders to develop suitable policies and strategies to boost sustainability of e-learning systems, as well as acting as the tool to developers in the course of e-learning systems? adoption. This valid and reliable model bridges the gap of literatures particular in e-learning systems? adoption in universities in Tanzania and developing world at large. The novelty of this paper lies on impact of trust, university readiness environmental factors, intention to use and actual use on IS success model based on instructor?s perceptions in Tanzania.