Institutional E-Learning Implementation: An Actor-Network Theory (ANT) Perspective

Abstract

Evidence of the potential impact of diffusing digital technology on teaching and learning in higher education institutions has done little to influence the mindset of late adopters. However, it is unclear whether these challenges stem from the lack of technical know-how, scarce resources, or plain resistance to change. The COVID-19 epidemic has necessitated the hasty implementation of virtual learning platforms to support students’ learning by many of these late adopters. The observations from these implementation activities in most developing countries suggest that a holistic understanding of the implementation activities and processes is conspicuously missing. Consequently, the Actor-network theory (ANT) is applied to study the institutional implementation of e-learning in Ghanaian University. Using a qualitative research approach, the direct content analysis is employed to explore date from multiple sources. The results reveal uncertainties in the identity of the focal actor, and the extent to which the proposed solution could be implemented beyond the COVID-19 pandemic to ensure the continual existence of the network. This is because the ANT lens reveals the lack of structure, organization, and commitment in the implementation process. Therefore, the study highlights the relevance of the ANT theory in understanding technology implementation issues in the twenty-first century by revealing underlying institutional failures that impact most technology implementation projects.