Estudo dos factores que influenciam a aceitação e uso da Plataforma Moodle pelos docentes da Universidade Eduardo Mondlane

Abstract

The rapid advancement of Information and Communication Technology (ICT) has revolutionized all sectors of society and the Education sector was no exception. Hoping for similar benefits to developed countries, African nations have been introducing learning management systems to support teaching and learning activities. In Mozambique, the introduction of ICT in education was led by the Eduardo Mondlane University, in 2002, when it introduced the Moodle learning management system, with a view to student-centered teaching. In this context, the research aims to analyze the factors that influence the acceptance of the Moodle Platform by UEM teachers. For this study, quantitative methods were used, through a questionnaire based on the statements of the UTAUT analytical model by Venkatesh et al. (2003), in which 194 professors from different faculties and schools of the UEM responded, and validated through Principal Component Analysis (PCA), in which the variance results found are satisfactory. Performance Expectancy, Effort Expectation, Social Influence and Facilitating Conditions together accounted for 65.9% of the explained variance of the empirical instrument. Data processing and analysis were performed using descriptive analysis, Student's t test, Analysis of Variance (ANOVA). Through the hypothesis test, two hypotheses were confirmed, according to which "The perception of facilitating conditions is influenced differently according to age" and "Expectation of Effort is influenced differently according to the level of experience in Moodle/Vula”.