Organisational critical success factors and the adoption of e-learning in selected public and non-profit midwifery schools in Uganda

Abstract

The government of Uganda has invested in the e-learning approach in many health training institutions. However, despite the high investment, there is a low adoption to this approach. This study aimed at establishing organisational critical success factors (OCSF‘s) that could be used to improve the adoption of e-learning in midwifery schools in Uganda. The study used an explanatory sequential mixed method design to identify the most significant factors to the adoption of e-learning. 210 participants from ten midwifery schools were sampled, and both quantitative and qualitative data were collected. Linear regression analysis was used to establish whether OCSF‘s (technology leadership practices, instructional design strategies, online quality management practices and school financing mechanisms) had influence on the adoption of e-learning. Results indicated that variability in the adoption of e-learning was more explained as a result of OCSF‘s. The study showed that all the four OCSF‘s hypothesised were found to have significant influence on the adoption of e-learning since their p-values (Sign.) were less than 0.05: technology leadership practices (r=0.691, p=0.000, n=167), instructional design strategies (r=0.625, p=0.000, n=167), online quality management practices (r=0.747, p=0.000, n=167), and school financing mechanisms (r=0.402, p=0.000, n=167). Technology leadership practices accounted for 47.5% of the variance in the adoption of e-learning, instructional design strategies accounted for 38.7% of the variance in the adoption of e-learning, online quality management practices accounted for 55.5% of the variance in the adoption of e-learning, and school financing mechanisms accounted for 15.7% of the variance in the adoption of e-learning. Qualitative data indicated that the salient technological leadership practices were: commitment of school administration to provide technological facilities, encouragement of students and faculty to use technological facilities, a culture of appreciating those who excel at using technological leadership facilities, grooming of technological champions, ambient and supportive environment for technological use, and institutionalising technological use in all teaching and learning activities of the midwifery school. Instructional design strategies included: choosing an appropriate instructional design model to guide the entire e-learning process, interactivity of e-learning materials, collaborative working in developing and updating e-learning materials, eliciting feedback on instructional materials, and engaging in more than one e-learning activity. While those of online quality management practices included: CD-ROMS-meeting expectation of users, collaborative improvement of online quality, LMS-meeting expectations of users, providing the best online experience, e-learning program being described as an excellent online learning experience, and guidelines for improving online quality. And the school financing mechanisms were diversified and equitable sources of funds. The study therefore suggested that in order to improve the adoption of e-learning in midwifery schools in Uganda, all the four OCSF‘s (technology leadership practices, instructional design strategies, online quality management practices, and school financing mechanisms should be implemented.