Suitability of eLearning Adoption Frameworks and Models for Higher Education Institutions in Uganda

As the world becomes increasingly digitized, many higher education institutions (HEIs) in Uganda recognize the need to adopt eLearning technologies to enhance the quality of teaching and learning. However, without deliberate efforts for ICT adoption in institutions, there is a likelihood of limited use among the different stakeholders. Successful usage requires an understanding of the factors influencing acceptance amongst students and staff. This study explored the suitability of combining the Technology Acceptance Model (TAM) and Technology Organization Environment (TOE) Framework to evaluate eLearning adoption in higher institutions of learning. We analyze the strengths and weaknesses of using each approach undependably and propose a hybrid framework referred to as the Integrated Technology Adoption Framework for eLearning (the hybrid TOE-TAM framework) that leverages the complementary insights of both TAM and TOE. The study employed the mixed research design with Mountains of the Moon University as a case study. Qualitative and quantitative data were collected using interviews and questionnaires respectively. Data was analyzed using descriptive statistics and thematic analysis. Results indicated the key factors that affect eLearning adoption and a hybrid framework that combines TOE and TAM effective eLearning adoption in Uganda’s HEIs is proposed.