Emergency e-learning acceptance in second-cycle institutions in Ghana: a conditional mediation analysis

Area of Science:

• Educational Technology
• Health Psychology
• Sociology of Education

Background:

• The COVID-19 pandemic necessitated a rapid shift to electronic learning (e-learning) in educational institutions globally.
• Understanding student acceptance of e-learning post-emergency is crucial for sustainable educational practices.
• Existing models like the Health Belief Model and Technology Acceptance Model provide frameworks for assessing technology adoption.

Purpose of the Study:

• To investigate the determinants of students' acceptance of e-learning systems in Ghanaian second-cycle institutions after the COVID-19 emergency.
• To assess the influence of perceived usefulness, perceived severity, and student attitudes on e-learning adoption.
• To examine differences in acceptance between students in public and private institutions.

Main Methods:

• A quantitative study was conducted with 370 students from upper and lower levels in Ghanaian second-cycle institutions.
• Data were collected to analyze attitudes and intentions towards e-learning acceptance.
• Statistical methods were employed to test hypotheses derived from the Health Belief Model and Technology Acceptance Model.

Main Results:

• Student attitude towards e-learning was significantly influenced by perceived usefulness and moderately by perceived severity.
• Student intention to use e-learning was substantially influenced by their attitude and moderately by perceived severity.
• The COVID-19 pandemic's severity moderately affected students' attitudes and intentions towards e-learning.
• No significant differences were found in attitudes or intentions between students in public and private institutions.

Conclusions:

• Student attitudes and intentions are the primary determinants influencing the acceptance of e-learning in Ghanaian second-cycle institutions post-COVID-19.
• The findings provide valuable insights into e-learning adoption in a developing country context.
• Educational policymakers and institutions should focus on enhancing student attitudes and perceived usefulness to promote e-learning integration.