Examining eLearning system self-efficacy amongst instructors at the University of Dodoma, Tanzania

Higher learning institutions in Africa have been investing in various eLearning systems (also referred to as learning management systems) aiming at improving the quality of teaching and learning. However, non-use or low usage of these systems amongst users is a significant setback for their success. Studies indicate that first-order barriers such as unreliable electricity power, shortage of computers, and Internet connectivity inhibit users from using these systems. This study examined system self-efficacy amongst instructors using mixed sequential explanatory design with data collected from 357 instructors at the University of Dodoma through questionnaires followed by focus group discussions. The adapted independent factors: performance accomplishments and vicarious experience from Bandura (1977), and organizational support from Higgins and Compeau (1995) were subjected to linear regression analysis to determine the causal relationship with system self-efficacy. The study found that vicarious experience and organizational support had a significant effect on system self-efficacy amongst instructors. These findings show that examining system self-efficacy amongst instructors is critical to help those who are implementing eLearning systems in finding strategies that will increase system usage.