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Due to the Covid-19 pandemic, the school campuses have stopped face-to-face lessons to reduce its outbreak among students and staff members. This study presents a conceptual framework to investigate the factors influencing the usage of e-Learning platform among students of higher education institutions and their e-Learning system as course delivery. These factors include technology infrastructure support, system quality, information effectiveness and the e-Learning. The current study applied the Technology Acceptance Model (TAM), Innovation Diffusion Theory (IDT) and DeLone-McLean Model to explain the factors affecting e-Learning platform usage. This study has designed and proposed a theoretical framework based on information obtained from a newly developed questionnaire, which were distributed to two hundred and thirty (230) students from UI, LAUTECH, Ibadan poly and Okeogun poly located in Oyo State, Nigeria. This study involved students of these higher education institutions and the empirical data were analyzed using the Partial Least Squares Structural Equation Modelling. The findings revealed that technology infranstructure support, system quality and information effectiveness significantly influence the usage of e-Learning to enhance the service quality of higher education institutions among students. In this light, the outcomes of this study are useful for higher education insititutions adapting e-Learning to help them strategise future e-Learning portals to enhance their performance in different aspects, such as the Websites and multinational web-integration. It is worth noting that the theoretical background of this study is limited to TAM and DeLone-McLean, IDT and its scope is only limited to just four public institutions in Oyo state. 


Covid-19 Technology Infrastructures Support Information Effectiveness E-Learning Course Delivery Higher Education Institutions

Article Details

How to Cite
Adejare, Y. (2022). The impacts of integrated e-Learning system toward the challenges facing education sector during and post Covid-19 pandemic. Journal of E-Learning and Knowledge Society, 18(1), 34-44.


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