Effect Of Theoretical And Institutional Factors On The Adoption Of E-Learning

  • Mateko Okantey Department of Business Computing Wisconsin International University College, Ghana
  • Hillar Addo Department of Information Technology studies University of Professional Studies (UPSA), Accra, Ghana


This paper examined the effect of theoretical and institutional factors that influenced the adoption of e-learning in Universities in Ghana. The study sought to improve understanding of the motivational factors behind the adoption of e-learning systems. This study extended the original Technology Acceptance Model (TAM) to include institutional factors. A sample of 600 lecturers was drawn from both private and public universities in Ghana. Correlation analysis was used to determine the relationship between e-learning and the theoretical factors as well as the relationship between e-learning adoption and institutional factors. Linear regression analysis was used to determine whether the theoretical factors predict e-learning adoption. The study revealed that e-learning was positively correlated to all the theoretical factors discussed. It was observed that significant relationship existed between Perceived Usefulness (PU) and e-learning, while the weakest relationship existed between e-learning and Perceived Ease of Use (PEOU). The research concluded that a lecturer’s adoption of e-learning depended on PEOU as well as PU. However, a lecturer’s adoption of e-learning was more dependent on a lecturer’s PU, that is, the degree to which the lecturer believed that using a particular system would enhance his or her job performance.


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How to Cite
Okantey, M., & Addo, H. (2016). Effect Of Theoretical And Institutional Factors On The Adoption Of E-Learning. European Scientific Journal, ESJ, 12(16), 462. https://doi.org/10.19044/esj.2016.v12n16p462