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Assessing the acceptance of e-learning in Nepal: A case study of Tribhuvan University, Kathmandu, Nepal
KTH, School of Information and Communication Technology (ICT).
2013 (English)Independent thesis Advanced level (degree of Master (Two Years)), 20 credits / 30 HE creditsStudent thesis
Abstract [en]

Nepal’s oldest and biggest university, Tribhuvan University provides 115 degrees and more than 2,200 courses with the help of 60 constituent and 732 affiliated campuses. The center faculty of the university situated in the capital city Kathmandu develops the curriculum. The lecturers at different campuses ultimately deliver it. Neither of the campuses use any e-learning tools because the colleges completely rely over conventional face-to-face lectures. Some of the factors hindering for integrating ICT in education include electricity crisis faced by the country during dry seasons, slow Internet connection and a large percentage of the population lacking access to technology. Moreover, TU’s unwillingness to integrate ICT has also been contributed by factors, such as, lack of precise implementation plans and capable human resources. Likewise, introducing and enforcing new changes in its huge and complex structure is not an easy move as such act may result to resistance from stakeholders like students, teachers and the administrators of the affiliated campuses.

This research attempts to introduce blended approach of e-learning concepts in one of the TU affiliated campuses by implementing LCMS, MOODLE. This study analyzes perceptions of teachers and students on this change to determine their acceptability of e-learning.

As this research is of exploratory in nature, qualitative methodology was followed. Similarly, observations and interviews were used to collect data to answer different research questions. The study has used UTAUT framework as a theoretical base.

The research has revealed that teachers and students at TU are fairly positive towards accepting the e-learning system. Similarly, the students were found to have stronger possibility of accepting e-learning systems than the teachers. Likewise, the senior teachers from non-ICT background and part time teachers were found less supportive to such initiatives.

The study has found that the college management believed the e-learning system would give an extra mileage to the college. Similarly, both the students and the teachers considered e-learning system to be beneficial for them by discovering its advantages, such as, provides extended learning opportunities, reduces additional burden, allows effective sharing of ideas and knowledge, opens a new door for interaction, stores activities and tracks the progress.

However, Nepal’s struggle with electricity, lack of users’s personal computers, slow Internet connectivity, and lack of effective technical support were found to be the factors obstructing the acceptance of the system.

Place, publisher, year, edition, pages
2013. , 61 p.
TRITA-ICT-EX, 2013:57
Keyword [en]
nepal, developing country, e-learning, moodle, blended learning, utaut framework, user acceptance
National Category
Computer and Information Science
URN: urn:nbn:se:kth:diva-177811OAI: diva2:874334
Available from: 2015-12-01 Created: 2015-11-26 Last updated: 2015-12-01Bibliographically approved

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