Factors affecting the post-implementation adoption and usage of blackboard amongst academics at DUT

Abstract

Universities around the world have invested heavily in technology which accommodates the digital-age students, and supports their learning experience. Durban University of Technology (DUT) followed the same trend, aligning their strategic planning to revive e-learning by improving pedagogical plans. This exploratory study examined the extent to which various factors influence academics' acceptance and use of the Blackboard system. The system has been deployed but there appears to be resistance on the part of the stakeholder (student or staff members) may result in underutilization. The institution adopted the system in the hope of reaping the rewards such as accessibility, flexibility and self-paced activity. However, such rewards are not always a fait accompli, technology not always being used as expected. Technology Acceptance Model (TAM) was used as a baseline to assess to what extent various factors influence adoption and usage on the proposed model and the model comprises three major factors (i.e., personal, technological, and organizational). A mixed-methods approach using a survey and interviews was employed and extended to all academics at DUT with a teaching responsibility. The results from both electronic survey (e-survey) and interviews revealed factors that seems to be affecting the adoption of the Blackboard system and these factors includes LMS experience, computer skills, and age, particularly in the 41-50 year age group, which indicated a significantly low usage of the system. Upgrading of the system to a more advanced version comprising more features; and increasing the response rate of the technical support staff were revealed by the results.