Adoption and use of eLearning platforms by universities in developing countries: Evidence from Zimbabwe

Figures & data

Figure 1. Research model.

Source: Adopted and adapted from Maune and Milind (2022).

Table 1. Delphi experts’ panel size

Academia (4)	Educationists (Consultants) (2)	ODeL Experts (4)
This included lecturers drawn from local universities, both private and state owned. Two Professors and two Doctors, three (3) male and 1 female. These were drawn from various fields. The informants had more than 10 year’s professional experience in higher education.	Two educationists, a male and a female, one a PhD holder and another a Master’s degree holder based in Zimbabwe formed part of the panel. The two have international experience in higher education spanning for more than 15 years.	The panel comprised of 2 female and 2 male participants with more than 10 year professional experience in higher education. The four are recognized experts in ODeL. Two of the experts have international experience in higher education and some of them have published work on ODeL and some are regular speakers on ODeL.

Note: This information was derived from public platforms such as LinkedIn and other public websites.

Table 2. Round, Theory, themes and source

Round	Theory/Basis	Theme/Variables	Source
1	General eLearning Questions	Definition of eLearning, Types of eLearning platforms, Ranking, Adoption, Use and Challenges.	Literature review
2	ETPB	Attitude, Perceived Behaviour Control, Self-efficacy, Social norms, Subjective norms.	Fishbein and Ajzen (1975), Ajzen (1991), Shneor and Munim (2019)
3	UTAUT2	Performance expectancy, effort expectancy, social influence, facilitating conditions, hedonic motivation, price value, habit	Venkatesh et al. (2003), Venkatesh et al. (2012)
4	EUTAUT2	Perceived risk, Trust	Venkatesh et al. (2012), Maune (2021), Maune and Milind (2022)

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