Browsing by Author "Shata, Liapeng"

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    Reliability components of online teaching and learning tools in Lesotho Higher Education Institutions
    (Universiti Putra Malaysia Press, 2022-12-27) Ayanwale, Musa Adekunle; Mosia, Paseka Andrew; Molefi, Rethabile Rosemary; Shata, Liapeng
    Electronic learning is a techno approach that brings new opportunities for teaching and learning in many fields of education compared to the traditional classroom environment. However, there is a dearth of research on its effectiveness in practicality and whether it is dependable enough during teaching and learning. Thus, this systematic review aims to provide evidence from numerous findings on the reliability components (such as functionality, probability of success, environment, and duration) of online teaching and learning (OTL) tools in Lesotho higher education institutions (HEIs), focusing on functionality and probability of success only. A review of online learning tools includes Thuto, Google Meet, Google Classroom, Zoom, Moodle, and Microsoft Teams. Technology adoption models and Siemens’ theory of connectivism underpin this review. The review covered 18 articles between 2015 and 2021. Scopus, Google Scholar, ProQuest, and EBSCO were used for data search. In addition, selected studies were reviewed by experts in Educational Technology at the National University of Lesotho. Some factors were found to hinder the functionality and success of OTL tools, including lack of internet connectivity, electricity, and gadgets. As a result of this review, OTL tools are effective to some extent in terms of functionality and likelihood of success. However, the weaknesses of the e-learning tools outweigh the strengths of Lesotho HEIs. Consequently, only using OTL tools could hamper the quality of higher education in Lesotho. In HEIs, blended learning and continuous training on e-learning tools should be introduced for effective teaching and learning.
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    Unlocking educational frontiers
    (Elsevier, 2024-04-18) Ayanwale, Musa Adenkule; Molefi, Rethabile Rosemary; Shata, Liapeng
    The rapid integration of google workspace tools in higher education has the potential to transform education. To fully realize this potential, it is crucial to understand the factors that influence educators’ attitudes and intentions toward adopting these tools. However, current research has mainly focused on specific contexts, highlighting the need for a comprehensive examination in different educational settings. This study delves into the complexities of the Technology Accep- tance Model and expands its scope by considering additional external variables. Data was collected through an online survey, with 396 educators sharing their perspectives and intentions regarding google workspace tools. We used composite-based structural equation modeling, implemented by the SEMinR package in the R programming language, to rigorously assess the measurement and structural models of the constructs. The study’s findings reveal significant relationships among the factors that shape educators’ perceptions and behaviors in relation to google workspace tools. Notably, all paths show significant influence, except those connecting social influence to perceived usefulness and ease of use to attitude. Additionally, the research identifies the moderating impacts of gender, which do not significantly contribute to the observed relationships. This study contributes substantially to the growing knowledge of technology adoption in higher education. Furthermore, it offers valuable insights that can benefit educators, institutions, and policymakers who want to leverage the potential of google workspace tools for teaching and assessment. Lastly, the study provides clear directions for future research in this area