Lecturers' Adoption of E-Learning from the TAM Perspective: Transitioning from Lecture Halls to Virtual Classrooms

Abstract

Considering the post-COVID-19 pandemic, this study investigates how faculty members in higher education in Somalia are handling the shift from traditional classroom instruction to e-learning. The study looks at how factors like perceived usefulness (PU), attitude (ATT), behavioural intention (BI), and actual usage (AU) impact lecturers' acceptance of e-learning through the Technology Acceptance Model (TAM). A descriptive and cross-sectional design was used in the investigation. The information was gathered by surveying three hundred and seventy-five (375) lecturers from seven different Mogadishu universities. The study used a non-random, purposive sample. The results of the study showed that most of the factors influencing lecturers' adaptation to e-learning were significant, except for three exogenous variables: Perceived Teaching Self-Efficacy (PTSE), institutional support for lecturers (ISL), and digital tool access (DTA). These variables did not significantly impact perceived usefulness (PU), as their p-values were higher than 0.05.On the other hand, all the other hypotheses had p-values lower than 0.05, which means that the lecturers in the Benadir region, Somalia, were satisfied with the e-learning adaptation. To investigate the hypotheses of elearning and digital resource adoption, the study used SPSS 26.0 and SmartPLS-4's Structural Equation Modeling (SEM). Based on the findings, the researchers advised instructors to receive technology and pedagogy training and institutions to fund infrastructure development

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