Publication Date


Document Type


First Advisor

Luetkehans, Lara M.

Degree Name

Ed.D. (Doctor of Education)

Legacy Department

Department of Educational Technology, Research and Assessment


University of Botswana--Faculty--Attitudes--Case studies; Universities and colleges--Botswana--Faculty--Attitudes--Case studies; Internet in education--Botswana--Public opinion--Case studies; Computer-assisted instruction--Botswana--Public opinion--Case studies


The purpose of this study was to qualitatively examine through a case study approach factors that influenced faculty members’ decisions to participate in online learning at the University of Botswana (UB). There were fifteen participants in this study who were grouped into two categories: adopters and non-adopters. Adopters were faculty members who taught one or more courses online. Non-adopters did not teach any online courses. There were seven adopters, seven non-adopters and one administrator of the Educational Technology Unit. The conceptual framework of this study was Diffusion of Innovation. Data sources included interviews, documents and observations. Data were analyzed by open-coding and with the constant comparison method. The findings of this study suggested that the adopters were intrinsically motivated to teach online courses while non-adopters noted personal needs and extrinsic motives for participation. Both the adopters and non-adopters recognized potential benefits of online learning and that peer interactions and collegiality are significant in helping them to learn how to teach online courses. The benefits of online learning included accessibility and flexibility, enhanced learning, and faculty developed professionally. Non-adopters noted barriers to teach online courses such as: lack of access of computers to students, limited number of smart classrooms, large classes, lack of time to learn and integrate technology, students’ poor technological skills, technical support and lack of online learning policy. The findings of this study also suggested that relative advantage, compatibility, complexity and trialability were important attributes that influenced the rate of online learning adoption at the UB. The researcher concluded that lack of policy, reward structure, release time and faculty needs could prevent faculty members from teaching online courses at the UB. The study recommends: ongoing training; a comprehensive “one-stop” shop for assisting online students with all the transactions; release time to learn and integrate new technology; rewards for faculty who teach online courses; online learning policy; technical and instructional support; and more smart classrooms. The UB commitment to address the issues of resources, continued support of faculty and open communication when taken together could increase the likelihood of overcoming identified barriers and assure faculty continual participation in online learning.


Includes bibliographical references (pages [135]-145).


xi, 166 pages




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