Continued usage intentions of digital technologies post-pandemic through the Expectation-Confirmation Model: the case of a Tanzanian university

Joel Mtebe, Michael Gallagher

Research output: Contribution to journalArticlepeer-review

Abstract

This paper explores the intentions of faculty to continue to use digital technologies post-pandemic in a specific institutional context. To do this, this study adapted the Expectation-Confirmation Model to investigate instructors’ continuance usage intentions of digital technologies in enhancing teaching activities at a prestigious university in Tanzania. The study employed a mixed sequential explanatory design, and the findings show that perceived usefulness and satisfaction are two factors that motivate instructors’ continuance usage intentions. The findings of this study suggest that despite the significant exposure to digital technologies both prior to and during the pandemic, continued use of digital technologies in teaching is still defined by pragmatic concerns. These concerns are themselves complex intersections of intent, identity, and emergent practice, coupled with structural issues related to access, cost, and know-how. These findings indicate the need for digital training, accreditation, and localised content that has linkages to the lived experiences of teachers in the Tanzanian context; that mitigates the barriers to participation that many experience (largely around data costs and connectivity); and that emerges from a participatory and incentivized model. We believe such findings are applicable well beyond the scope of this institution, particularly for those institutions looking to develop context-specific digital training for teaching staff.
Original languageEnglish
Pages (from-to)125-145
JournalInternational Journal of Education and Development using Information and Communication Technology
Volume18
Issue number1
Publication statusPublished - 1 Apr 2022

Keywords

  • digital education
  • Tanzania
  • post-pandemic
  • higher education

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