Assessing Faculty's Use of Social Network Tools in Libyan Higher Education via a Technology Acceptance Model

Aburagaga I., Agoyi M., Elgedawy I.

IEEE ACCESS, cilt.8, ss.116415-116430, 2020 (SCI İndekslerine Giren Dergi) identifier identifier

  • Cilt numarası: 8
  • Basım Tarihi: 2020
  • Doi Numarası: 10.1109/access.2020.3004200
  • Dergi Adı: IEEE ACCESS
  • Sayfa Sayıları: ss.116415-116430


Recently, many educational institutes are expanding their education delivery methodologies to incorporate online, remote, and flexible learning, which is a strategic response to facilitate and fulfil the increasing demand for access to higher education. Unfortunately, online education requires substantial investments in different online education platforms, technologies, and infrastructure, creating obstacles for realising the online education strategy for many developing countries. In this paper, we argue that we could use social networks as one of the delivery platforms for online education, due to their easy access and popularity among young generations. Therefore, we carried out this study to measure and analyse the acceptance of faculty and educational stakeholders for social networks adoption as an educational delivery platform. Hence, we adapted the Technology Acceptance Model (TAM) to determine and analyse the factors and variants affecting faculty's acceptance. We used the TAM as an internal variable, and we used privacy, infrastructure, institutional support and access devices as external variables to assess the faculty needs for adopting social networks into educational settings. The study examined 14 hypotheses corresponding to these factors using data collected from 382 respondents in six different universities within Libya, performing structural equation modelling, descriptive analysis, and confirmatory factor analysis. Results show that privacy, institutional support, perceived usefulness and perceived ease of use were seen to have a significant effect on behavioural intention. Additionally, perceived ease of use and behavioural intention contributed significantly towards the actual usage of social networks. The results also show that faculty and educational stakeholders have not provided enough for institutions or encouraged the use of social networks within the context of educational institutions across Libya.