Barriers and Enablers of E-Learning Technology Adoption and Diffusion Among Nigerian Undergraduate Students: An Evaluative Analysis
DOI:
https://doi.org/10.57125/ELIJ.2025.09.25.03Keywords:
e-learning adoption, technology diffusion, higher education, barriers and enablers, digital learning in NigeriaAbstract
The implementation and flow of e-learning technologies play a crucial role in enhancing the digital learning experience and academic outcomes. This evaluative study examined the barriers and enablers affecting the adoption and diffusion of e-learning technologies among Nigerian undergraduate students. Descriptive statistics indicated that only 36% of Nigerian tertiary institutions had structured e-learning systems, with less than 20% of students reporting consistent digital access. Correlation analysis revealed significant positive relationships between perceived usefulness (r = 0.62, p < 0.01), perceived ease of use (r = 0.58, p < 0.01), and students’ attitudes toward e-learning adoption, while infrastructural challenges such as poor internet access and unreliable power supply negatively correlated with adoption rates (r = -0.54, p < 0.01). Multiple regression analysis identified perceived usefulness (β = 0.45), institutional support (β = 0.32), and digital literacy (β = 0.27) as significant predictors of e-learning adoption (p < 0.05), collectively explaining 48% of the variance in adoption behaviour (R² = 0.48). The findings highlight that despite persistent infrastructural and socio-economic barriers — including erratic electricity, high data costs, and digital illiteracy — enablers such as mobile device penetration and improving institutional readiness significantly promoted adoption. The study drew on the Technology Acceptance Model (TAM) and Unified Theory of Acceptance and Use of Technology (UTAUT) to contextualise these factors, emphasising the importance of content quality, interactivity, and facilitating conditions in enhancing student engagement. This study provides one of the first comprehensive empirical analyses of e-learning adoption in Nigeria, utilising the TAM and UTAUT frameworks to offer context-specific insights from a developing country perspective. The study provided empirical evidence to guide policymakers, educators, and technology designers in developing targeted strategies to improve e-learning accessibility, effectiveness, and sustainability in Nigerian higher education.
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