Covid-19: Why Virtual Learning Becomes A Pedagogical Acceptance Model in Africa

Authors

  • Nubi James Federal University of Agriculture, Abeokuta, Nigeria
  • Olufunke Rebecca Vincent Federal University of Agriculture, Abeokuta, Nigeria
  • Noah Oluwatobi Akande Landmark University, Kwara State, Nigeria https://orcid.org/0000-0002-4940-5709
  • Ayodeji Samuel Makinde Edo University, Nigeria

DOI:

https://doi.org/10.3991/ijet.v17i01.23567

Keywords:

Coronavirus, Technology Acceptance Model, E-Learning, Teaching and Learning

Abstract


The outbreak of coronavirus pandemic has led to different regulations and changed the usual way of doing things. Considering the level of technology in Africa society before the outbreak of the epidemic many activities, including classroom teaching and learning were affected. This paper examines virtual learn-ing as an unavoidable pedagogical model for learning during the COVID-19 pandemic. A cross-sectional study was conducted by adopting the Technology Acceptance Model. Data were obtained from an online survey of 543 respondents and analyzed. Regression of Partial Least Squares (PLS) was used for modeling and hypothesis testing. The results revealed that perceived usefulness, perceived ease of use, regulatory compliance, and implementation context significantly affect educators' and learners' attitudes towards adopting virtual learning for learning. Subsequently, regulatory compliance had the most substantial influence on educators' and learners' attitudes towards adopting virtual learning for learning during the COVID-19 outbreak. This study established that the adoption of virtual learning has enhanced learning during the coronavirus pandemic lock-down, and the process would also continue after the pandemic. Virtual learning has provided the classroom experience for learners and educators.

Author Biographies

Nubi James, Federal University of Agriculture, Abeokuta, Nigeria

Department of Computer Science

Olufunke Rebecca Vincent, Federal University of Agriculture, Abeokuta, Nigeria

Department of Computer Science

Noah Oluwatobi Akande, Landmark University, Kwara State, Nigeria

Department of Computer Science,

Ayodeji Samuel Makinde, Edo University, Nigeria

Department of Computer Science

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Published

2022-01-20

How to Cite

James, N., Vincent, O. R., Akande, N. O., & Makinde, A. S. (2022). Covid-19: Why Virtual Learning Becomes A Pedagogical Acceptance Model in Africa. International Journal of Emerging Technologies in Learning (iJET), 17(01), pp. 206–223. https://doi.org/10.3991/ijet.v17i01.23567

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Papers