Keyword: e-learning

ABSTRACT: This study investigates the eLearning platforms which primary school learners in Zimbabwe use. A qualitative research approach using interpretive philosophy interviewed four ICT facilitators in government and private primary schools located in Chinhoyi within Mashonaland West Province. Through its inductive research approach, the study concentrated on event contexts which made it workable with minimal data points and static measuring period. Educational videos together with visual aids and interactive quizzes receive popularity with students because these materials offer direct and tangible media formats for lesson instruction. WhatsApp functions as the main platform for educational technology because it provides users with cost-effectiveness combined with simple usage and friendly interface. The main obstacles to successful e-learning include inadequate internet connections together with insufficient knowledge about using platforms Ruzivo and the Zimbabwe e-learning passport. The study advises the Ministry of Primary and Secondary Education (MoPSE) to develop and participate in training programs that will enable teachers to embrace e-learning platforms efficiently.

ABSTRACT: This study evaluates the adoption of Moodle learning management system (LMS) for emergency remote teaching during the COVID-19 era by colleges of education (CoE) teachers in Ghana. The research highlights the level of experience of CoE teachers in their use of e-learning applications as well as the factors that influence their acceptance of Moodle LMS within the Unified Theory of Acceptance and Use of Technology framework. Three research questions guided the study: 1. What is the level of experience of CoE teachers in the use of e-learning applications? 2. What is the influence of performance expectancy, effort expectancy, and social influence of teachers on their behavioral intention to use Moodle LMS? 3. What is the influence of Facilitating Conditions, Service Quality, and Behavioral Intentions on teachers’ Use Behavior of Moodle LMS? The study used a descriptive cross-sectional survey approach to assess the experiences of CoE teachers in their use of e-learning applications as well as their behavioral intentions, and actual usage behaviors concerning Moodle. The quantitative approach was used to collect and analyze data. The findings reveal that social influence played the most crucial role in shaping educators’ behavioral intentions towards using Moodle, while performance expectancy and effort expectancy have a lesser impact. The study highlights the need to prioritize the service quality of learning management systems in CoEs. This can include routine system updates, intuitive user interfaces, and effective technical support to provide a smooth experience for educators. Recommendations are provided to enhance the adoption and utilization of Moodle, emphasizing the need for targeted professional development and improved infrastructural support. Implications of the results for understanding Moodle LMS adoption in emergency remote teaching contexts are discussed.