E-Learning Management Systems Utilization in Public Universities in Ghana: Contextual Factors

Abstract

E-learning management systems (e-LMSs) are technologies that higher education institutions employ to facilitate teaching and learning. However, empirical data on contextual factors, including teaching activities in the e-LMS, administrative activities in the e-LMS, effectiveness of the e-LMS, technologies in learning networks, and perceived behavioral control of the e-LMS influencing students' use of the e-LMSs, appear to be lacking. Therefore, a cross-sectional survey design was employed to collect data from 531 students at Ghana’s public universities. The data was analyzed using mean, percentage and standard deviation. The study found that students had positive perspectives on all the contextual factors. The study concludes that teaching and administrative activities should be performed in the e-LMSs. Additionally, universities should install effective eLMSs and technologies. Finally, students should receive continuous training to build their selfefficacy in the use of e-LMSs.