Blended learning or face-to-face? Does Tutor anxiety prevent the adoption of Learning Management Systems for distance education in Ghana?
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| Title: | Blended learning or face-to-face? Does Tutor anxiety prevent the adoption of Learning Management Systems for distance education in Ghana? |
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| Authors: | Bervell, Brandford1,2 b.bervell@ucc.edu.gh, Umar, Irfan Naufal2 |
| Source: | Open Learning. Jun2020, Vol. 35 Issue 2, p159-177. 19p. |
| Subject Terms: | *Blended learning, *Distance education, *Learning management system, *Anxiety, *Tutors & tutoring |
| Abstract: | Learning Management System (LMS)-enabled blended learning has been adopted by higher educational institutions for promoting accessible and effective pedagogy and andragogical practices. The introduction of this mode of learning has altered the traditional face-to-face interaction. However, the lack of actual usage and online presence by instructors in an LMS-enabled blended learning environment seems to be a major setback for its success. Consequently, LMS-related anxiety has been cited as one of the behavioural challenges hindering its usage in Africa. Hence, this paper is focused on unravelling the antecedents of tutors' anxiety towards actual LMS usage based on a Technology Related Stimulus-Response Theoretical Framework (TR-SR-TF). In view of this, the study employed a survey design, adopting a questionnaire as data collection instrument from 267 distance education tutors across study centres within Ghana. The results from Partial Least Squares Structural Equation Modelling (PLS-SEM) technique revealed three underlying factors determining LMS anxiety, namely; colleague influence, outcome expectation and use support. However, the result of the Importance Performance Map Analysis (IPMA) showed that colleague influence was the most important indicator while outcome expectation was the highest performance indicator of tutors' LMS related anxiety. The study recommended that such factors like colleague influence, outcome expectation and use support should be consciously addressed in order to reduce (if not totally eliminate) anxiety towards LMS use for blended learning. [ABSTRACT FROM AUTHOR] |
| Copyright of Open Learning is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 143739585 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Blended learning or face-to-face? Does Tutor anxiety prevent the adoption of Learning Management Systems for distance education in Ghana? – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Bervell%2C+Brandford%22">Bervell, Brandford</searchLink><relatesTo>1,2</relatesTo><i> b.bervell@ucc.edu.gh</i><br /><searchLink fieldCode="AR" term="%22Umar%2C+Irfan+Naufal%22">Umar, Irfan Naufal</searchLink><relatesTo>2</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Open+Learning%22">Open Learning</searchLink>. Jun2020, Vol. 35 Issue 2, p159-177. 19p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Blended+learning%22">Blended learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Distance+education%22">Distance education</searchLink><br />*<searchLink fieldCode="DE" term="%22Learning+management+system%22">Learning management system</searchLink><br />*<searchLink fieldCode="DE" term="%22Anxiety%22">Anxiety</searchLink><br />*<searchLink fieldCode="DE" term="%22Tutors+%26+tutoring%22">Tutors & tutoring</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Learning Management System (LMS)-enabled blended learning has been adopted by higher educational institutions for promoting accessible and effective pedagogy and andragogical practices. The introduction of this mode of learning has altered the traditional face-to-face interaction. However, the lack of actual usage and online presence by instructors in an LMS-enabled blended learning environment seems to be a major setback for its success. Consequently, LMS-related anxiety has been cited as one of the behavioural challenges hindering its usage in Africa. Hence, this paper is focused on unravelling the antecedents of tutors' anxiety towards actual LMS usage based on a Technology Related Stimulus-Response Theoretical Framework (TR-SR-TF). In view of this, the study employed a survey design, adopting a questionnaire as data collection instrument from 267 distance education tutors across study centres within Ghana. The results from Partial Least Squares Structural Equation Modelling (PLS-SEM) technique revealed three underlying factors determining LMS anxiety, namely; colleague influence, outcome expectation and use support. However, the result of the Importance Performance Map Analysis (IPMA) showed that colleague influence was the most important indicator while outcome expectation was the highest performance indicator of tutors' LMS related anxiety. The study recommended that such factors like colleague influence, outcome expectation and use support should be consciously addressed in order to reduce (if not totally eliminate) anxiety towards LMS use for blended learning. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Open Learning is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=143739585 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/02680513.2018.1548964 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 19 StartPage: 159 Subjects: – SubjectFull: Blended learning Type: general – SubjectFull: Distance education Type: general – SubjectFull: Learning management system Type: general – SubjectFull: Anxiety Type: general – SubjectFull: Tutors & tutoring Type: general Titles: – TitleFull: Blended learning or face-to-face? Does Tutor anxiety prevent the adoption of Learning Management Systems for distance education in Ghana? Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Bervell, Brandford – PersonEntity: Name: NameFull: Umar, Irfan Naufal IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 06 Text: Jun2020 Type: published Y: 2020 Identifiers: – Type: issn-print Value: 02680513 Numbering: – Type: volume Value: 35 – Type: issue Value: 2 Titles: – TitleFull: Open Learning Type: main |
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