Using composite structural equation modeling to examine high school teachers'acceptance of E-learning after Covid-19
| dc.contributor.author | Molefi, Rethabile Rosemary | |
| dc.contributor.author | Ayanwale, Musa Adekunle | |
| dc.date.accessioned | 2026-06-10T10:02:22Z | |
| dc.date.available | 2026-06-10T10:02:22Z | |
| dc.date.issued | 2023 | |
| dc.description.abstract | Electronic learning (e-learning) is a broader approach to learning that brings new opportunities for teaching and learning in many fields of education compared to the face-to-face classroom environment. The purpose of this study is to explore high school teachers’ acceptance to continue teaching through e-learning platforms after COVID-19. Based on the framework of a unified theory of technology acceptance and use of technology, this study investigates the research questions in the context of Lesotho. The study adopted a quantitative approach, with a total number of 300 questionnaires collected from high school teachers. The result was analyzed using composite structural equation modeling. According to the study, instructors' acceptance of e-learning is influenced by several factors, which in turn has a significant impact on teachers' behavioral intentions in Lesotho. As a result of the study, individual challenges associated with using e-learning platforms were identified | |
| dc.description.sponsorship | SELF | |
| dc.identifier.uri | https://hdl.handle.net/20.500.14155/2319 | |
| dc.language.iso | en | |
| dc.publisher | Birlesik Dunya Centre | |
| dc.title | Using composite structural equation modeling to examine high school teachers'acceptance of E-learning after Covid-19 |