The Role of Socio-Cultural Factors in Faculty Members' Acceptance of Moodle at GUST Dissertation Presented in Partial Fulfill
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The Role of Socio-Cultural Factors in Faculty Members’ Acceptance of Moodle at GUST Dissertation Presented in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy in the Graduate School of The Ohio State University By Reham Kh. Aljeeran, M.A. Graduate Program in Educational Policy and Leadership The Ohio State University 2016 Dissertation Committee: Dr. Richard Voithofer, Advisor Dr. Anika Ball Anthony Dr. Jackie Blount Copyrighted by Reham Kh. Aljeeran 2016 2 Abstract One of the mainstreams of e-learning research is the justification and prediction of adoption and use of this mode of learning. Several theories have been developed to understand the phenomenon of e-learning acceptance. These theories have uncovered a variety of factors regarding adoption and use of e-learning. In particular, the technology acceptance model (TAM) (Davis, 1989) is recognized as a parsimonious model in demonstrating Information and Communications Technologies (ICT) use at the individual level. The aim of this instrumental case study was to understand the mechanism by which socio-cultural differences could describe and anticipate behavior toward a Learning Management System (LMS). The socio-cultural factors addressed in this research included values, tools and technology, language, internalization, identification, and compliance. In this case study, I have employed mixed methods to understand the role of social and cultural factors on the faculty’s decision to adopt Moodle at a private university, Gulf University for Science and Technology (GUST), in Kuwait. I distributed a survey to all faculty members at GUST and used interviews to learn about the faculty’s experiences with Moodle and to understand the influence of culture and social influences on their adoption of the program. In addition, I obtained documents that included the history of GUST and the adoption history of LMSs. The survey offered information about ii the demographics, the general use of technology among the faculty at GUST, and their interaction with and use of Moodle. The interviews asked about the roles of these cultural factors (language, values, and technology) on adoption. The interviews also inquired about the role of the social influences of internalization, identification, and compliance on the faculty’s decision to adopt Moodle. In addition, the documents accessed from GUST detailed the history of GUST, the different LMS options the institution went through, and the different functions used on Moodle and their frequencies. Although faculty members had different nationalities, backgrounds, and origins, the overall findings suggest that the main contributing factors to users’ acceptance of the LMS were their previous knowledge and experience with technology, their internalization of the importance of using the LMS, and the system’s usefulness. The majority of the survey respondents and interviewees showed previous experience with technology either during their school years or on their own. Also, the majority of the respondents and all of the interviewees demonstrated an internalization of the importance of using Moodle. In addition, the surveys and interviews emphasized the role of usefulness over the ease of use on the faculty’s adoption of Moodle. The study showed that the faculty found that some tools and functions of Moodle were not easy to use, which contributed to their frustration toward using it. The survey respondents and the interview participants suggested more training on making better use of Moodle and the best ways to use it in the classroom. At the same time, they suggested some type of incentive to encourage disinterested faculty to use Moodle. iii Dedication Thereupon [Solomon] smiled joyously at her words, and said: “O my Sustainer! Inspire me so that I may forever be grateful for those blessings of Thine with which Thou hast graced me and my parents, and that I may do what is right [in a manner] that will please Thee; and include me, by Thy grace, among Thy righteous servants!” Qur’an, An-Naml 19 I dedicate my dissertation to two dear people whose actions and words of wisdom and encouragement live even after they passed away. My dad, Khalid Aljeeran, whose decision to continue his education while having five kids was an act of motivation. I also dedicate this dissertation to Hessa, my paternal grandmother, who raised me sincerely and passionately and watched over my kids when I attended classes. I am sure they are both resting in peace. I dedicate this work to my mother, Laila Alnajjar, and my siblings Fatima, Amina, Raba’a, Maryam, Aisha, Arzaq, Hamad, and Omar. I dedicate this dissertation to my three angels—Laila, Jana, and Fay—for their patience when away from their mother, for holding each other’s hands, and for sticking with each other because they knew that would bring happiness and warmth to my heart. To my mother-in-law, I say thank you, your effort is much appreciated. iv Most of all, I dedicate this work to my husband, Adel Sultan. I thank you for 26 years of support and 10 years of constant sacrifice. I thank you dearly for believing in me, for listening to me, for encouraging me. This work came alive because you believed that I could do it, and I couldn’t have done it without you. v Acknowledgments This, who does not thank for little, does not thank for much. He, who does not thank people, does not thank Allah. Prophet Muhammad (PBUH) I would like to thank the many people who made this dissertation a possible dream to be achieved. I would like to begin with my advisor, Dr. Richard Voithofer. His comments, repeated questioning, and advice served as the guidance that I needed greatly. As for my committee members, Dr. Anika Ball Anthony and Dr. Jackie Blount, I would like to thank you for your prompt responses in reading and commenting on my work. I would like to express my gratitude to the administration of GUST, especially Dr. Salah Alsharhan who facilitated my access to the faculty of GUST. I would like to acknowledge the faculty of GUST who participated in the survey and the ones who shared their experiences with me: Michelle, Sami, Jamal, Rashid, Kathryn, Olivia, and Ali. vi Vita June 14, 1974 ................................................Born in Kuwait 2001 ...............................................................B.A. Instructional Technology & Library Science, College of Basic Education, PAAET, Kuwait 2003–2006 ....................................................Teaching Assistant, Instructional Technology Department, College of Basic Education 2008 ...............................................................M.A. Education, The Ohio State University Fields of Study Major Field: Educational Policy and Leadership Areas of Focus: Educational Technology vii Table of Contents Abstract.............................................................................................................................. ii Dedication......................................................................................................................... iv Acknowledgments ............................................................................................................ vi Vita ................................................................................................................................... vii Table of Contents........................................................................................................... viii List of Tables .................................................................................................................. xiv List of Figures................................................................................................................. xvi Background ................................................................................................................... 1 E-learning ...................................................................................................................... 7 Learning Management Systems .................................................................................. 8 Developed and Developing Countries and E-learning............................................. 11 Kuwait and E-learning ............................................................................................... 16 Statement of the Problem........................................................................................... 17 Purpose of the Study................................................................................................... 18 Significance of the Study ............................................................................................ 20 Research Questions..................................................................................................... 21 Primary research question......................................................................................... 21 viii Secondary research questions. .................................................................................. 22 Conceptual Framework of the Study........................................................................ 22 Methodology................................................................................................................ 23 Research Site ............................................................................................................... 24 Limitations................................................................................................................... 25 Organization of the Dissertation