Concerns of university teachers about the adoption of the Moodle learning management system in a Ghanaian University campus

Abstract

A cross-sectional survey was conducted to explore university teachers’ stages of concerns (SoC) about the adoption of the Moodle LMS at the Akenten Appiah-Menka University of Skills Training and Entrepreneurial Development (AAMUSTED), Ghana. Hundred and thirty-one (131) participants (university teachers) were randomly selected from the Kumasi Campus of AAMUSTED to participate in the study. Results revealed that the university teachers had primary and secondary concerns at the personal and consequence stages of the SoC, respectively. At the awareness stage, they reported having low levels of concerns. Participants’ socio-demographics (i.e. gender, age, educational qualification, rank, and teaching experience) had no significant relationship with the overall stages of concerns. Implications of these findings have been discussed to help address university teachers’ concerns about the adoption of online learning management systems in HEIs in low- and middle-income countries, where online education is rife with issues.

Keywords

• University teachers’ concerns
• CBAM
• Moodle LMS
• stages of concerns
• LMICs