The Adoption of Blended Learning in Higher Education ... · the adoption of blended learning ... developmental objectives in accordance with the Roadmap ... real issues confront the

International Journal of Management and Social Sciences Research (IJMSSR) ISSN: 2319-4421 Volume 4, No. 10, October 2015

i-Explore International Research Journal Consortium www.irjcjournals.org

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The Adoption of Blended Learning in Higher Education Institution in Nigeria

Jibril Sahban Ibrahim, Othman Yeop Abdullah Graduate School of Business, Universiti Utara Malaysia, Kedah Darnl Aman Dr. Arafan Shahzad, Othman Yeop Abdullah Graduate School of Business, Universiti Utara Malaysia, Kedah Darnl Aman ABSTRACT Technology is the basic tool for learning environment. For the last few decades, the method of education in Africa is through traditional method (face to face) to deliver learning to the student. There is an increase of using technology as new flexibility, teaching and learning. This study wants to explore the Adoption of blend learning in higher institution in Nigeria to use e-learn as a means of delivering learning to the student. This study will investigate how the perceived ease of use, usefulness, enjoyment and attitude to use as impact or influence the lecturer to adapt to e-learning as its different to traditional methods of teaching they were used before the introduction of the e-learning. Technology acceptance model TAM will be used as a model to support and explain the adoption of blended learning in higher institution in Nigeria. Quantitative method was used in this study. smartPLS to analyze the content validity, convergent validity and discriminant validity and hypothesis testing. Finally, three variable were significance and support to explain the blended learning. 1.0 INTRODUCTION

Technology is the basic tool for learning environment. For the last few decades, the method of education in Africa is through traditional method (face to face) to deliver learning to the student. There is an increase of using technology as new flexibility, teaching and learning. according to Haron, Abbasa, & AbdRahman (2012) classify e-learning in to generation; firstly e-learning or Web-based learning method is the way of install class room with technology as instructional content over the Internet secondly, e-learning or Web-based learning is the process of delivery education with the different equipment of technology combined into e-learning as it’s called “blended learning” e-learning as the utilization of web advances to deliver a wide array of solutions that improves information, knowledge and performance. However, E-learning not new in Nigeria has been given much noticeable quality of recent. Numerous of Nigerians have profited and benefited through the e-learning (Folorunso, Ogunseye, & Sharma 2006). E-learning in higher institution in Nigeria has increased in adopt of online and

the use of technology learning to deliver teaching to student (Ayanda, Eludiora, Amassoma, & Ashiru 2011). E-learning is quickly growing as significant in the instructional procedure which is providing interaction and connectivity between the learners by imparting insights on learning materials with greater comfort and flexibility learners are provided (Dutta, Mosley, & Akhtar 2011). The following was the six models proposed by Dutta et al. (2011) for higher education to adopt e-learning, they are as follows; learning management system; integrated content capture system; synchronous collaboration tool; content development tool; online tests and assessments; and multimedia software. That above method was used by Hashemite University Jordan to develop their e-learning center according to Dutta et al. (2011). AbdKarim and Hashim (2004) state that there is main three categories method in order to implement e-learning as a mode of learning by higher institution. Firstly, technology should be used as the means to support and supplement the traditional face to face method of delivery service. Secondly, an online activity in a traditional way of teaching to increase the learning experience (blended mode). Thirdly, delivering lessons that are entirely online (online mode). One approach is usually done by the lecturer themselves using software like Microsoft PowerPoint. For use approach two and three, there must be supported by the university. Agboola (2005) reasoned that the idea of e-learning ought to be about utilizing the computer and the Internet technology to disperse information to learners successfully and to upgrade the performances of both the educator and the learner by using information technology (IT). This study wants to explore the Adoption of blend learning in higher institution in Nigeria to use e-learn as a means of delivering learning to the student. This study will investigate how the perceived ease of use, usefulness, enjoyment and attitude to use as impact or influence the lecturer to adapt to e-learning as its different to traditional methods of teaching they were used before the introduction of the e-learning. Technology acceptance model TAM will be used as a model to support and



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explain the adoption of blended learning in higher institution in Nigeria. 2.0 LITERATURE REVIEW

E-learning has been implemented and adopted in developed and some developing country. Since 2000, the growth in eLearning, a blended approach that combines online and faces to-face training, has exploded. Malaysia government has seen the importance of e-learning as the part of the government’s Vision 2020, Malaysian Smart School, begun in 1997 was implemented the use of technology. The objective is to motivate and improve the student capability to access to information through the use of web base. The establishments of e-learning in higher institutions in Malaysia have been actualized e-learning in light of its viability as another learning method (Masrom, 2008). At present, government higher learning institutions in Malaysia are adopting from singularly e-learning into blended learning (Bunyarit, 2006). Singh (2003) focused on that blended learning offers a greater number of advantages and is more viable than traditional e-learning. Governments of African countries, for example, Nigeria, have understood the essential part of continuous instructor proficient advancement in reaching their national educational objectives. In their Guide for the Nigerian Education Sector, government authorities diagram their reaching their national educational a National Framework for Continuing Professional Development for instructor (Egwu 2009).Instructor proficient improvement is a basic part in tending to the difficulties that African countries, including Tanzania, face inside of optional training. Instructor support and preparing are important procedures to address instructor deficiencies, especially in math and science, non-appearance, and disparities in instruction from urban to provincial regions (Bakia, Murphy, Anderson, K., & Estrella 2011). The Federal Ministry of Education’s commitment to enhance creativity and delivery through the utilization of Information Communication Technology, furthermore to meet up with the national, regional and worldwide developmental objectives in accordance with the Roadmap as endorsed by the Federal Official Council, constituted an exploratory Committee to take a gander at the possibility of deploying e-learning over the Nigerian instruction segment through Public-Private Partnership. The FME has delivered strategy on E-Learning which has been endorsed by the National Council on Education however up till present; it is yet to be authoritatively launched. It is trusted that the strategy will be generally exposed once it is launched. E-learning promotion techniques will be utilized to improve public participation. E-learning in Nigerian higher institutions is still in light of poor ICT infrastructure and other financial reasons. Because of high essential expense of infrastructure

improvement and to expand public to the web and different ICTs, the developing countries are still a long ways behind from getting advantage of the e-learning. The real issues confront the best possible implementation of e-learning in Nigerian higher institutions as indicated by Salawudeen (2010). Ajadi, Salawu, and Adeoye (2008) state Inequality of access to the innovative technology itself by every one of the students the supposed advanced gap. The expense of a Personal Computer (PC) and Laptop are still high in Nigeria considering the pay level of a normal worker in the nation. Few of the students that are privileged to have a PC/Laptop are not connected to the internet as this does draw in additional expense which they cannot bear to have a computer. 2.1 Technology Acceptance Model The Technology Acceptance was presented by Davis, (1989) as an adjustment of adaptation of the theory of reasoned action to model the user behavior on acceptance the use technology. Its motivation is to clarify the determinants of the acceptance of the utilization of computers and related innovations, technologies in an extensive variety of advances and user groups. TAM has been made to follow the effect of external factors on the beliefs, attitudes and intentions by identifying a set number of variables recommended by past studies with respect to the psychological and enthusiastic determinants of accepting the computer and utilizing the theory of reasoned action as the hypothetical establishment for demonstrating the theoretical relationships between these variables. TAM clarifies the acceptance of information technology in performing errands and distinguishes perceived usefulness (PU) and perceived ease of use (PEOU), perceived enjoyment and intention to use as four key determinants that improve the utilization of innovation (Wong & Huang 2011). Davis (1989) gives two variables perceived usefulness (PU) and perceived ease of use (PEOU) perceived enjoyment (PE) and intention to use (ITU) to explain the adoption of blend learning in higher institution in Nigeria (Venkatesh and Davis 2000). 2.2 Perceived usefulness (PU) Perceived usefulness (PU) is the concept in the TAM model was initially characterized as the degree to which a user trusts that utilizing a framework would improve his or her job performance and effectiveness (Davis, 1989). In addition, in this study Perceived helpfulness will be characterized as "the extent to which understudies trust that E-learning would upgrade their learning performance". This study will research perceived usefulness to decide the adoption of e-learning as the student and lecturer understand the benefit of using technology for learning method.



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2.3 Perceived ease of use (PEOU) Perceived ease of use (PEOU is the idea in the TAM model was initially characterized as the degree to which a man trusts that utilizing a framework would be free of mental exertion (Davis, 1989). Also, in this study Perceived usability the extent to which lecturer trusts that utilizing e-learning would be free from exertion. This study will examine perceived ease of use to decide the lecturer' behavior to utilize e-learning. 2.4 Attitude to Use (AU) As indicated by the TAM state of attitude is characterized as an individual‘s positive or negative feelings about performing the objective behavior. An individual attitude has among of factors influenced the use of information technology (Davis, 1989). Thusly, the more noteworthy usability and convenience of a specific system, the more probable an end-users will have an inspirational attitude toward the utilizing the technology (Davis, 1989). Therefore, users' beliefs and attitudes assume a vital part in accepting or rejecting information technology. In this study will investigate Attitude toward use to decide the impact on e-learning. 2.5 Perceived enjoyment Enjoyment refers to the extent to which the activity of using a computer is perceived to be enjoyable in its own right (Davis, 1992). This is contrasted to the perceived usefulness, which can be seen as a motivation for customers to use online banking as pleasure of time when they To conduct their transactions while perceived enjoyment (PE) as an intrinsic motivation to use information systems. A number of studies on perceived enjoyment (Davis et al., 1992; Igbaria et al., 1995; Teo et al., 1999) has demonstrated that perceived enjoyment has significant impact on intentions to use computers. Otherwise, Igbaria, (1995) found that perceived enjoyment has a positive correlation with time of use, but not with frequency of use or number of tasks. 3.0 METHODOLOGY

According to Burns & Grove (2003), this is the process to carry out study includes the setting of the research, element and population participant, limitation on debt collection, and the information accumulated and investigation method to carry out research. Bryman and Bell (2003) to clarify that the quantitative method is the study that concentrates on deciding or drawing information in a type of numbers. According to (Sekaran, 2006), population is the group of individuals that have homogenous characteristics, while sample on the other hand is a subset of the total population in which a certain number of elements are selected from the population. The population in this study is those lecturers that came to

University Utara Malaysia (UUM) for their master or PhD were used as the population in this study. Sampling is a method for choosing element or individual in a group among the population to figure a decision on an element in the population (Zikmund, 2003). Hair et al (2010) proposes that a sample with a size of lower than 100 can be considered small respondent to participate in the study. According to Hair et al. (2010) state that Judgment sampling is the way to choose the respondent that has experience or knowledge to participate in the research are chosen based on their experienced researcher‘s conviction that they will meet the requirements of the study. In this study. The green (1991) formula for sample size state that the number of predictor or latent which is show direct arrow to the dependent variable will determine the number of the sample size according to his table. The number of predictors in this study is four as stated in the table small size of the sample is 599, medium size is 84 while 39 is large. This study will use the sample size of 84 by distributing the questionnaire to the respondents. 3.1 Data Collection The researcher was distributed the questionnaire to the respondent through the face to face by meeting the respondents in the library, in their room while some after they have finished their class. 150 questionnaires were distributed and 90 were collected from the respondents. The questionnaire was adopted from previous study that has been tested. Perceived usefulness, perceived ease of use, intention to use and perceived enjoyment were adopted from Rym, Olfa, & Mélika (2013). And adoption of e-learning from Folorunso, Ogunseye, & Sharma (2006). A 5-point Likert scale ranging from ‘strongly agree’ to ‘strongly disagree’ was used to measure the responses. 4.0 DATA ANALYSIS

SPSS was used to running and key in the data to about the demography of the respondents such as gender, education and so on and the any question related to independent and dependent variable was run by using smartPLS to analyze the content validity, convergent validity and discriminant validity and hypothesis testing. 4.1 Content Validity Hair et al. (2010) state that content validity of a build infers that every one of the items intended to measure a develop, construct has to be highly loaded on the design construct they were acquainted with measure. Along these lines, as recommended by Chin (1998), the employed of factor loading is to evaluate to utilize to assess the content validity. This suggests that if a few items have higher loadings on different design, construct that the ones they have a place with, these things will be a possibility for erasure. Tables 1 demonstrated that every one of the variables fundamentally high loaded on their particular



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develop and this affirmed the content validity of the measurement model.

Table 1: Cross Loading of the items. CONSTRUCT ITEMS EOU EL PE ITU U

Ease of use

EOU1 0.954 0.671 0.876 0.894 0.851

EOU2 0.964 0.671 0.884 0.875 0.876 EOU3 0.943 0.614 0.848 0.881 0.851 EOU4 0.877 0.48 0.686 0.72 0.704 EOU5 0.859 0.458 0.667 0.726 0.683 EOU6 0.951 0.643 0.826 0.855 0.842

E-learning

EL1 0.623 0.925 0.643 0.582 0.645 EL2 0.577 0.941 0.622 0.552 0.628 EL3 0.621 0.966 0.645 0.563 0.664 EL4 0.611 0.952 0.599 0.558 0.608 EL5 0.636 0.955 0.639 0.555 0.639

Perceived enjoyment

PE1 0.853 0.652 0.931 0.809 0.884 PE2 0.814 0.629 0.901 0.755 0.862 PE3 0.821 0.633 0.951 0.834 0.89 PE4 0.821 0.639 0.964 0.797 0.885 PE5 0.774 0.584 0.933 0.785 0.821 PE6 0.791 0.58 0.923 0.8 0.835

Intention to use

ITU1 0.887 0.593 0.86 0.961 0.861 ITU2 0.857 0.607 0.844 0.954 0.861 ITU3 0.827 0.523 0.75 0.912 0.797 ITU4 0.785 0.484 0.728 0.917 0.765

Usefulness

U1 0.803 0.617 0.851 0.814 0.957 U2 0.76 0.623 0.82 0.759 0.916 U3 0.797 0.586 0.808 0.81 0.941 U4 0.786 0.595 0.853 0.834 0.913 U5 0.864 0.665 0.904 0.873 0.949 U6 0.858 0.659 0.92 0.816 0.908

4.2 Convergent Validity The convergent validity is the extent to which items are convergent validity in measuring a specific develop, construct (Bagozzi and Yi, 1988; Hair et al., 2010). The concurrent legitimacy can be affirmed by looking at the item's reliability, composite reliability and the average variance extracted. That is, the items of every develop, construct are exceptionally loaded and measurably significant in measuring their individual builds with no less than 0.7 element loadings, the composite reliability, quality of every construct is no less than 0.7 and the average variance extracted (AVE) for every develop is no less than 0.5 then the convergent validity can be confidently affirmed (Bagozzi and Yi, 1988; Hair et al., 2010). The result in Table 2 is convergent validity.

Construct Items Loading Cronbachs Alpha

Composite Reliability

AVE

Ease of use

EOU1 0.954 0.966 0.973 0.856

EOU2 0.964

EOU3 0.943

EOU4 0.877

EOU5 0.859

EOU6 0.951

E-learning

EL1 0.925 0.972 0.978 0.899

EL2 0.941

EL3 0.966

EL4 0.952

EL5 0.955

Perceived enjoyment

PE1 0.931 0.971 0.976 0.872

PE2 0.901

PE3 0.951

PE4 0.964

PE5 0.933

PE6 0.923

Intention to use

ITU1 0.961 0.953 0.966 0.877

ITU2 0.954

ITU3 0.912

ITU4 0.917

Usefulness

U1 0.957 0.969 0.975 0.867

U2 0.916

U3 0.941

U4 0.913

U5 0.949

U6 0.908

4.3 Discriminant Validity The discriminant validity has been characterized to be the extent to which items can separate a construct from different construct. This implies variance shared among the items of every build ought to be more noteworthy than the variance shared to different constructs (Compeau et al., 1999). Fornell and Larcker (1981) proposed a foundation to look at the discriminant validity. As delineated in Table 3, diagonal elements are the square roots of the average variance extracted and the below the diagonal element are the correlation amongst the variables. The comparison to be made and the discriminant validity can be accepted if



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the items are higher than other offinclining items in their separate lines and sections. Indeed, the outcomes in the correlation grid outlined in Table 3 shows that the discriminant validity is confirmed.

Variables EOU EL PE ITU U

EASE OF USE 0.925

E-LEARNING 0.647 0.948 PERCEIVED ENJOYMENT

0.871 0.664 0.934

INTENTION TO USE 0.898 0.593 0.853 0.936

USEFULNESS 0.873 0.672 0.925 0.879 0.931

4.4 Predictive Relevance of the Model As per the paradigm recommended by Cohen (1988), 0.26 significant, 0.13 moderate and 0.02 frail; both estimations of the R2 are viewed as generous demonstrating the power of variables included in the model in clarifying to explain e-learning. To evaluate the predictions of the model, R2 and Cross-Validated redundancy was used. R2 demonstrates the variance of endogenous variable that is clarified by the exogenous variables. The outcomes reported in Table 4 Showed that R2 demonstrated that 52.1 % of the fulfillment was clarified by the Independent Variable.

Table 5 Prediction Revelence of the Model

Variable Variable Type

R square Cross-Validated Communiality

Cross-Validated Redundancy

ITU Endogenous 0.521 0.899 0.458

4.5 Hypothesis Testing After the construct validity and construct reliability have been established, the next step was to test the hypotheses

of the study by running PLS Algorithm and Bootstrapping Algorithm in SmartPLS 2.0. The results were reported as in Table 4.

Hypotheses Path coefficient

Standard Error

T-Value

P-Value

Decision

H1 EASE OF USE -> E-LEARNING 0.333 0.076 4.371 0.00 Supported H2 PERCEIVED ENJOYMENT -> E-

LEARNING -0.005 0.075 0.066 0.47 Not Supported

H3 INTENTION TO USE -> E-LEARNING -0.295 0.079 3.73 0.00 Supported H4 USEFULNESS -> E-LEARNING 0.278 0.087 3.184 0.00 Supported

As indicated in table 5 H1the results also show that ease of use have a positive and significant effect on the e-learning atthe 0.001 level of significance (β=0.333, t= 4.371, p<0.001). Rym, Olfa, & Mélika (2013) carried out a research in Tunisia on e-learning and ease of use were used as one of the variable and it was significance to explain e-learning. This is show that ease of use is providing advantage and relevant knowledge for the lecturer to use e-learning easy access to useful information at Flexibility of time and place H2 the results also show that perceived enjoyment have a negative and significant effect on the e-learning at the 0.001 level of significance (β=-0.005, t= 0.066, p>0.001). H3The results also show that intends to use have a positive and significant effect on the e-learning at the 0.001 level of significance (β=-0.295, t= 3.730, p<0.001).similarly, Rym, Olfa, & Mélika (2013) state that the intention to use e-learning has a positive impact to the user to use the system as it new method of deliver learning by the lecturer to the student .H4 the usefulness has a positive and significant effect on the

levels of e-learning at the 0.001 level of significance (β=0.278, t= 3.184, p<0.001). The previous study shown that perceived usefulness positively significance of e-learning (Cheng, 2011) state the perceived usefulness has positively affected towards using an e-learning system. Finally, three variations were significance and support to explain the blended learning. 5.0 CONCLUSION

This study concludes that blended learning is still needed to be practiced in higher education in Nigeria due to the high cost of the technology and the infrastructure to build the system. This study has aimed to investigate the use of technology how the lecturer in higher education institution perceived the use of e-learning as a new method or way to deliver lectures to the student. The study shows that the respondents in this study that perceive enjoyment is not support to explain the blended learning as most of lecturer higher education institution in Nigeria did not see e-



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learning as enjoyable due to new method way of teaching. Each institution in Nigeria should invest in developing training on how to use technology and how to operate the system. This is what it can bring the relationship between the lecturer the system when they perceived the system as enjoyment. E-learning is the alternative way deliver teaching and learning rather than to face to face traditional method the lecturer were used to deliver lectures to the student. The introduction of the innovative technology learning is the cause and challenge to the lecturer to use the e-learning due to their low knowledge and familiar or interaction with the technology, this is kind of challenges that decrease the use or implement the e-learning in some institution in Nigeria. This study will recommend for the ministry of education and the government as well as the institution. The federal government of Nigeria should monitor the budget that they give to any institution and government should have a serious platform for the technology in any institution the government will be monitor it not the institution in order to me strong and workable. Government should outsource for the technology learning from the outside Nigeria or to partnership with a Technology Company to come and invest in institution in Nigeria. Ministry of education should provide free training for the lecturer from any institution in Nigeria, this training should be compulsory for all lecturers and exam to test their standard on what they learn. The ministry of education should implement at least 3 ICT courses for student to learning about ICT before the student graduate. The future research can investigate on the level of management or governing those institutions about their knowledge and what kind of the information they perceived about the technology learning. Future research can investigate about the age of the lecturer toward the technology usage. REFERENCES

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The Adoption of Blended Learning in Higher Education ... · the adoption of blended learning ... developmental objectives in accordance with the Roadmap ... real issues confront the