Perceived Determinants of Continuous Usage of Digital Pedagogy among Academic Staff in a ResourceConstrained University in the Post-COVID-19 Er

Abstract

No doubt, the COVID-19 pandemic has reinforced the indispensability of digital
pedagogy utilisation, especially in institutions of higher learning. However, its
continuous usage has to be investigated since it is difficult to predict the outcome of an
educational landscape in a post-COVID-19 era. Accordingly, this study investigated
some perceived factors, i.e. ease of use, usefulness, satisfaction and affordability, in
relation to continuous usage of digital pedagogy among academic staff in a
resource-constrained university in the post-COVID-19 era, using the University of
Lagos, Akoka as a case study. The descriptive survey research design was used, with four
null hypotheses and one research question guiding the study. The study population
comprised all 1736 members of academic staff, out of which 130 were selected through
the stratified random sampling technique. A self-designed, validated and reliable
instrument (r=.88) labelled “Perceived Determinants of Continuous Usage of Digital
Pedagogy Questionnaire (PDCUDPQQ)” was used for data collection. The data were
analysed using Chi Square, Pearson Product-Moment Correlation and Multiple
Regression. Findings showed that continuous usage of digital pedagogy was significantly
influenced by perceived ease of use and perceived usefulness. Perceived satisfaction and
perceived affordability also significantly related to continuous usage of digital pedagogy.
This implies that academic staff members are ready to use digital pedagogy in the long
term. In the light of the findings, it is recommended that all the selected factors should be
taken into consideration while motivating academic staff to engage in continuous usage
of digital pedagogy in their teaching-learning activities.