Concerns of university teachers about the adoption of the Moodle learning management system in a Ghanaian University campus
Concerns of university teachers about the adoption of the Moodle learning management system in a Ghanaian University campus
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Date
2022-08-09
Authors
Amankwah, Francis
Sarfo, Frederick Kwaku
Aboagye, Michael Osei
Konin, Daniel
Dzakpasu, Raphael Kwasi
Journal Title
Journal ISSN
Volume Title
Publisher
Routledge
Abstract
A cross-sectional survey was conducted to explore university tea-
chers’ stages of concerns (SoC) about the adoption of the Moodle
LMS at the Akenten Appiah-Menka University of Skills Training and
Entrepreneurial Development (AAMUSTED), Ghana. Hundred and
thirty-one (131) participants (university teachers) were randomly
selected from the Kumasi Campus of AAMUSTED to participate in
the study. Results revealed that the university teachers had pri-
mary and secondary concerns at the personal and consequence
stages of the SoC, respectively. At the awareness stage, they
reported having low levels of concerns. Participants’ socio-
demographics (i.e. gender, age, educational qualification, rank,
and teaching experience) had no significant relationship with the
overall stages of concerns. Implications of these findings have
been discussed to help address university teachers’ concerns
about the adoption of online learning management systems in
HEIs in low- and middle-income countries, where online education
is rife with issues.
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Citation
Amankwah, F., Sarfo, F. K., Aboagye, M. O., Konin, D., & Dzakpasu, R. K. (2022). Concerns of university teachers about the adoption of the Moodle learning management system in a Ghanaian University campus. Education Inquiry, 1-21.